Activity Plan: Gallery Walk using Visual Imagery
Rationale: During a Gallery Walk, students explore multiple texts and/or images placed around the room
or in the hallway. As students move from image to image, they examine multiple historical documents,
think critically about what they are reading and seeing and respond to writing prompts. Moving around
"the gallery" is a highly engaging kinesthetic and visual based learning tool.
Sample Common Core standards this lesson addresses:
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and
secondary sources
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
Materials:
1. Printed Copies of Visual Images mounted on construction paper, then attached to walls.
2. Sharpie Markers - Enough variety of colors for each student in class to have a different color.
3. Music which complements the theme of the Gallery Walk.
Procedure:
1. Select texts: (e.g. quotations, images, documents, student work, and excerpts from literature) you
will be using for the gallery walk.
 Students could create their own gallery walks to demonstrate research, comprehension of
material and/or showcase his/her own identity to share with classmates.
2. Print and attach images and/or text to larger pieces of construction paper or butcher paper.
3. Texts should be displayed "gallery style", in a way that allows students to disperse themselves
around the room.
 Students can work as individuals, pairs or in small groups. Typically, I have them work as
individuals in order to provide them with opportunities to think for themselves and reflect
about what he/she is seeing. Each student is assigned a different color Sharpie marker and I
record who has what color. This serves two purposes; the first purpose is to determine who
comprehends the material and who may need more instruction and the second purpose is to
make sure students don't write cuss words, hateful comments, etc.
 Be sure to spread them out to avoid crowding.
4. Instruct students on how to walk through "the gallery"
 Students should be quiet during this activity. I always place music, connected to the theme,
while they participate in the gallery walk.
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Only one student at an image at a time. No exceptions. For this reason, I prepare 3-5
more images, pieces of art for display, than the # of students I have for the gallery walk.
When too many students cluster around one text, it not only makes it difficult for students
to view the text, but it also increases the likelihood of off-task behavior.
Depending on your purpose, you may vary how you want students to respond to the gallery
walk. If the purpose of the gallery walk is to introduce students to new material, you might
want them to take informal notes as they walk around the room. If the purpose of the
gallery walk is for students to take away particular information, you can create a graphic
organizer for students to complete as they view the “exhibit,” or compile a list of questions
for them to answer based on the texts on display. Sometimes teachers ask students to
identify similarities and differences among a collection of texts.
5. Once the gallery walk is over, ask each student to stand by a "piece of art" and share a few of the
comments or reactions, including his/her own thoughts about the piece. (Whole Class Discussion)
6. Examples of other ways to utilize a Gallery Walk...
 Divide students into groups of 3-5 and give each group a set of 20 visual images.
1. Each group discusses and critiques the images. Make simple observations; indicate
which ones created an emotional response from you, which ones cause you to ask
questions? (10-15 minutes)
2. Students work collaboratively to create a series of groups/categories for the images.
(Similar to an Open Word Sort for vocabulary)
3. Groups must reach a consensus about which images are where and why?
4. All students in the group need to be able to articulate why an image is in a certain grouping.
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Use as a Review/Study Session for upcoming Assessments
1. Write questions relating to the unit of study to "hang in the gallery"
2. Include photos, illustrations, charts and other visual images with questions
attached for reviewing the unit.
3. Any students who may not fully comprehend the material will benefit from being
able to consider the responses of their peers in order to enhance understanding.
Inclusion: Use as a classroom community building activity. Ask each student to bring in 5
visual images which represent him/her.
1. Each student will mount their visuals for their peers to peruse.
2. Set very strict and simple ground rules...NO Inappropriate comments or questions.
3. Be sure to use different colored Sharpie markers for this as it will deter negative
comments and questions if the perpetrator knows he/she will be found out.
4. Perhaps, four students per day could be highlighted and within a couple of weeks
everyone knows a little bit more about each other, thus they inherently treat each
other with more respect and acceptance.