Brochures, Posters, Illustrations

Adapting the Text
Ongoing Activity
Grades 6–12
Language Arts, History, Art
Individual, Small Group, Writing, Research


  • Students will create graphic/literary illustrations of various aspects of The Red Pony, including representations of characters, plot, setting, symbols, language, and so on.
  • Students will further enhance their understanding of the novel through fun and creative methods.
  • Students will be involved artistically (especially those who may not yet be proficient in writing).
  • Students will practice oral presentation skills.
  • Students may also develop multimedia presentations.


This is a fun activity, especially for those students who are not yet proficient in writing. Graphically “speaking” about The Red Pony can be powerful by creating brochures, posters, and other illustrations about the novel. These will be placed on classroom walls. Multimedia presentations (for example, PowerPoint) by more advanced students are an option.

Materials Needed/Preparation

  • Large construction paper/poster boards
  • Markers/crayons/colored pencils/paint
  • Multimedia equipment (optional)

Estimated Time

About 2 class periods.


In small groups, during the course of the unit, students can create brochures and posters, with illustrations, for such things as:

  • A welcome to the Tiflin ranch, outlining its features
  • Advertisements for the novel itself
  • Visual portraits of the main characters
  • A “Wanted” poster for the buzzards
  • An imaginative brochure about “The Great Mountains”
  • A “Wanted” poster for Gitano
  • A memorial for Nellie
  • A tribute to Grandfather
  • A “Westering” brochure
  • Illustrations of the ongoing actions during the novel
  • Illustrations of the settings

Students should also add text to each of the above and will orally present their posters/brochures to the class.

Post Activity/Takeaways/Follow-up

Post Activity

  • To focus on creating a visual representation of a specific passage or scene from the novel, see From Words to Pictures.


  • After oral presentations of their projects, students will place their posters/brochures on the wall for all to enjoy. A “comment” sheet can be placed next to the art work for other students to offer respectful opinions.


  • Students can continue to create artistic adaptations from the novel.


Teachers may grade the work of the individual/group or may just provide oral/written feedback. The assessment has nothing to do with artistic ability but rather effort and collaboration. Teachers, of course, will need to closely monitor/assess the work efforts during each class period.

California State Content Standards Met

  • Visual Arts: Content Standards 6-12
  • ~Artistic Perception: 1
  • ~Creative Expression: 2
  • ~Connections, Relationships, Applications: 5

Common Core State Standards Met

  • Reading Standards for Literature 6-12
  • ~Key Ideas and Details: 3
  • ~Craft and Structure: 4, 5, 6
  • ~Range of Reading and Level of Text Complexity: 10
  • Writing Standards 6-12
  • ~Text Types and Purposes: 3
  • ~Production and Distribution of Writing: 4
  • ~Range of Writing: 10
  • Speaking and Listening Standards 6-12
  • ~Comprehension and Collaboration: 2
  • ~Presentation of Knowledge and Ideas: 5
  • Language Standards 6-12
  • ~Conventions of Standard English: 1, 2
  • ~Knowledge of Language: 3
  • ~Vocabulary Acquisition and Use: 4, 5, 6
  • Reading Standards for Literacy in History/Social Studies 6-12
  • ~Key Ideas and Details: 2
  • ~Craft and Structure: 4

Related Lesson Plans for this Work