LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley__________Date:______3/2/15 Periods 5 & 7
Unit Essential Question: Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you? What have you learned about your creative process and what you can create with clay?
Lesson Topic:_Handbuilding: Hard Slab Project______Class:___Pottery: Periods 5 & 7_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson practices a nurturing pedagogy to support all needs to and choices in what they choose to create. This also supplies an equal access for all knowledge but allows students to practice democracy in their choices in which project(s) they choose to create.
STANDARDS (www.cde.state.com)
Content:
2.2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
3.1: Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
Literacy and Numeracy:
Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT construct their choice of either a clock or a pot for an air plant through hard slab construction and will use the packet provided to explore this technique.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for the hard slab project using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their project on time for the purpose of learning to manage their time effectively.
ASSESSMENTS
What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of their hard slab project graded on the rubric criteria.
Use of inquiry using the hard slab packet
Literacy and Numeracy:
Self-grade project according to the rubric.
Democracy and 21st Century Skills:
Completion of hard slab project on time.
KEY VOCABULARY
Content
Hard slab, leather hard, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics, Analysis
Democracy and 21st Century Skills
Any pottery terms we have used that apply to coil vessel project.
HIGHER ORDER QUESTIONS – for this lesson
Content
Why are there limitations to clay during your coil building process?
What are the key things to remember when using hard slab construction?
Literacy and Numeracy
What have you learned about your creative process and what you can create with clay?
Democracy and 21st Century Skills
Why is time management an important skill to learn and master?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Introduction of packet and show sample
Pre-Assessment
Check in with class on where they are by a quick walk around.
Building Background
Link to Experience: Link to construction of coil pot … What did you learn that was different from the last project to working with clay coils? How does the clay act differently or is it the same? What are some key things to remember when working with clay as it hardens?
Link to Learning: What are some techniques that are needed for hard slab construction that we have already used? What is new through this process that we haven’t used yet?
Activity Name Hard Slab Project: Air Plant Pots and Clocks
Instructional Input Includes:
Individual work time
Models of Teaching:
One on one instruction/feedback and Inquiry
SIOP Techniques:
Inquiry
Guided Practice:
Studio days will be provided with one on one feedback.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos.
Independent Practice:
students will be allowed to come in after class hours… either during school in open periods or after school.
Accommodations, Modifications, and Student Adjustments
Allow students to help each other if they get stuck before asking for help from the instructor.
Review and Assessments of All Objectives
How will you and how will the students know they have achieved the objectives of the lesson?
Content:
SWBAT construct their choice of either a clock or a pot for an air plant through hard slab construction and will use the packet provided to explore this technique.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for the hard slab project using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their project on time for the purpose of learning to manage their time effectively.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Make sure to have your projects done before you leave for spring break…. I will come back to grade them right after spring break. Mrs. Lemmon is here to help you as well.
Next Step
Finish your projects and have a wonderful Spring Break!!
Name:____Megan Tilley__________Date:______3/2/15 Periods 5 & 7
Unit Essential Question: Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you? What have you learned about your creative process and what you can create with clay?
Lesson Topic:_Handbuilding: Hard Slab Project______Class:___Pottery: Periods 5 & 7_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson practices a nurturing pedagogy to support all needs to and choices in what they choose to create. This also supplies an equal access for all knowledge but allows students to practice democracy in their choices in which project(s) they choose to create.
STANDARDS (www.cde.state.com)
Content:
2.2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
3.1: Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
Literacy and Numeracy:
Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT construct their choice of either a clock or a pot for an air plant through hard slab construction and will use the packet provided to explore this technique.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for the hard slab project using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their project on time for the purpose of learning to manage their time effectively.
ASSESSMENTS
What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of their hard slab project graded on the rubric criteria.
Use of inquiry using the hard slab packet
Literacy and Numeracy:
Self-grade project according to the rubric.
Democracy and 21st Century Skills:
Completion of hard slab project on time.
KEY VOCABULARY
Content
Hard slab, leather hard, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics, Analysis
Democracy and 21st Century Skills
Any pottery terms we have used that apply to coil vessel project.
HIGHER ORDER QUESTIONS – for this lesson
Content
Why are there limitations to clay during your coil building process?
What are the key things to remember when using hard slab construction?
Literacy and Numeracy
What have you learned about your creative process and what you can create with clay?
Democracy and 21st Century Skills
Why is time management an important skill to learn and master?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Introduction of packet and show sample
Pre-Assessment
Check in with class on where they are by a quick walk around.
Building Background
Link to Experience: Link to construction of coil pot … What did you learn that was different from the last project to working with clay coils? How does the clay act differently or is it the same? What are some key things to remember when working with clay as it hardens?
Link to Learning: What are some techniques that are needed for hard slab construction that we have already used? What is new through this process that we haven’t used yet?
Activity Name Hard Slab Project: Air Plant Pots and Clocks
Instructional Input Includes:
Individual work time
Models of Teaching:
One on one instruction/feedback and Inquiry
SIOP Techniques:
Inquiry
Guided Practice:
Studio days will be provided with one on one feedback.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos.
Independent Practice:
students will be allowed to come in after class hours… either during school in open periods or after school.
Accommodations, Modifications, and Student Adjustments
Allow students to help each other if they get stuck before asking for help from the instructor.
Review and Assessments of All Objectives
How will you and how will the students know they have achieved the objectives of the lesson?
Content:
SWBAT construct their choice of either a clock or a pot for an air plant through hard slab construction and will use the packet provided to explore this technique.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for the hard slab project using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their project on time for the purpose of learning to manage their time effectively.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Make sure to have your projects done before you leave for spring break…. I will come back to grade them right after spring break. Mrs. Lemmon is here to help you as well.
Next Step
Finish your projects and have a wonderful Spring Break!!
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Examples of Student Work
Thoughts & Reflections After Class
Being an art teacher we get the joy of splitting our time between High School and Elementary School. This makes it extremely difficult to accomplish all we need to for this unit in only a few weeks. So to solve this problem and still make sure that I give the students enough time to produce worthy projects, while still getting a class critique in I designed the next lesson as inquiry based. I wish I had more time and could be there during this next assignment, but I am happy to let the students discover clay using hard slab through inquiry with help from the information sheet provided.
This is the last lesson in the unit so once students are finished with their projects, either a clock or air plant, then they are to put them on the front table with a rubric filled out. I will come back in April during my spring break or the following week after I finish class and work out grades and photographing pieces.
As far as this lesson supporting democracy in the classroom and 21st Century Skills, this lesson allows students to experience a project/assignment that they might experience in the work industry. In a work setting it is very likely that you will be given an assignment that you may not know exactly how to do it, but are required to figure it out on your own. This means thinking through the problems and issues to find solutions and produce a final project.
Overall the students produced very creative pieces and I am happy with the outcome. If I could do this lesson over I would be there to check in with students and make sure they were all giving themselves adequate challenges. I don’t believe that all students challenged themselves as I saw a few come through that I know the students could have done more with.
This is the last lesson in the unit so once students are finished with their projects, either a clock or air plant, then they are to put them on the front table with a rubric filled out. I will come back in April during my spring break or the following week after I finish class and work out grades and photographing pieces.
As far as this lesson supporting democracy in the classroom and 21st Century Skills, this lesson allows students to experience a project/assignment that they might experience in the work industry. In a work setting it is very likely that you will be given an assignment that you may not know exactly how to do it, but are required to figure it out on your own. This means thinking through the problems and issues to find solutions and produce a final project.
Overall the students produced very creative pieces and I am happy with the outcome. If I could do this lesson over I would be there to check in with students and make sure they were all giving themselves adequate challenges. I don’t believe that all students challenged themselves as I saw a few come through that I know the students could have done more with.