LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley____________Date:_____1/22/2015_____Period 5&7
Unit Essential Question:__Why is research at the beginning of a project important, even when as simple as an image research? What are precautions to be careful about when doing image research?_What are the possibilities and limitations with hand building clay?
Lesson Topic:___Hand building Unit: Introduction__ Class:______Pottery__
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 we focus on cooperatively choosing our assignments to be completed in practicing enculturation in a democratic society. While also providing a nurturing pedagogy to all students by encouraging all voices and providing flexibility.
STANDARDS (www.cde.state.com)
Content:
2.2: A Personal philosophy of art is accomplished through use of sophisticated language and studio 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:
1. Access and use primary and secondary sources to explain questions being researched.
2. Employ standard English language properly and fluently in reading, writing, listening, and speaking.
Democracy and 21st Century Skills:
1. Plan and prioritize goals
2. Generate, evaluate, and implement new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT understand the assignment choice and cooperatively choose the 2-3 assignments that will determine the path of the hand-building unit.
Literacy and Numeracy:
SWBAT analyze images for inspiration for each assignment for the semester while cooperatively choosing the assignments to be completed for the unit.
Democracy and 21st Century Skills:
SWBAT plan ahead using image research and sketches to plan what they want to do for each assignment for the purpose of managing time effectively while generating new ideas and novel approaches.
ASSESSMENTS
Content:
Crossword puzzle and discussion
Literacy and Numeracy:
Crossword puzzle and discussion
Democracy and 21st Century Skills:
Sketches and image research, coming to consensus and voting on projects chosen to complete.
KEY VOCABULARY
Content
*Pottery terms refer to crossword puzzle
*Pinch pots, coil vessels, hard slab, soft slab,
Literacy and Numeracy
Same as content
Personal philosophy
Democracy and 21st Century Skills
sketches, image research, consensus, voting
HIGHER ORDER QUESTIONS – for this lesson
Content
What are the possibilities and limitations with hand building clay?
Literacy and Numeracy
Why is practicing correct grammar and English important?
How does this help you describe your personal philosophy?
Democracy and 21st Century Skills
Why are cooperative decisions important to experience?
Does this help in experiencing teamwork or at least some form of working with others?
Why is research at the beginning of a project important, even when as simple as an image research?
What are precautions to be careful about when doing image research?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
This lesson will start part of the way through the class so they will have already had share back time about their last project and be primed for the next section of the class.
Pre-Assessment
After teams have been broken up have a short discussion on cooperative decisions. How can this be helpful and what difficulties can we end up facing?
Building Background
Link to Experience: Be up front with students on how the unit is going to go since I am a student teacher. Has anyone every experienced a tight time frame for a deadline that was not flexible at all? How does that make you feel?
Link to Learning: We are going to try to find a happy middle point where we get everything done before I leave, but have final glaze touches to do. I will come back to grade…. So there will be a deadline for pieces to be done and place in a specific location with your name and rubric attached to your project… place will be announced as we get closer.
Activity Name: Student Voice for Choice
Anticipatory Set:
Introduce each assignment briefly and allow discussion on what the students would like to work on…. If two assignments are chosen then the quality and effort expectations will be increased.
Instructional Input Includes: checking for understanding and making sure each student understands the assignments…. Can refer to the old rubrics.
Models of Teaching: Discussion combined with some lecture and student choice
Guided Practice: If there is time in the class we will do a demo on the first project or they will start working on the crossword puzzle to build pottery vocabulary.
Checking for Understanding: While students are working on the crossword or sketches for their projects check in with each to make sure they fully understand what is expected of them.
Independent Practice: Planning sketches before beginning the project and crossword puzzles.
Accommodations, Modifications, and Student Adjustments
We do have a hearing impaired student who uses a hearing aid that I will need to make eye contact with when speaking and check in with her to make sure she was able to hear everything and understands what is expected. I can also provide written directions beyond the print outs of the rubric for each project.
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 understand the assignment choice and cooperatively choose the 2-3 assignments that will determine the path of the hand-building unit.
Literacy and Numeracy:
SWBAT analyze images for inspiration for each assignment for the semester while cooperatively choosing the assignments to be completed for the unit.
Democracy and 21st Century Skills:
SWBAT plan ahead using image research and sketches to plan what they want to do for each assignment, for the purpose of managing time effectively while generating new ideas and novel approaches.
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)?
Remind students to finish their image research and plan out their first project which we will do a demo for on Monday.
Next Step
Begin coil vessel next class.
Items To Remember During The Lesson:
*If 2 projects are chosen then expectations and time spent increase
· Make sure they know they will need to draw sketches for their projects.
· Why do research? (discussion)
Name:____Megan Tilley____________Date:_____1/22/2015_____Period 5&7
Unit Essential Question:__Why is research at the beginning of a project important, even when as simple as an image research? What are precautions to be careful about when doing image research?_What are the possibilities and limitations with hand building clay?
Lesson Topic:___Hand building Unit: Introduction__ Class:______Pottery__
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 we focus on cooperatively choosing our assignments to be completed in practicing enculturation in a democratic society. While also providing a nurturing pedagogy to all students by encouraging all voices and providing flexibility.
STANDARDS (www.cde.state.com)
Content:
2.2: A Personal philosophy of art is accomplished through use of sophisticated language and studio 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:
1. Access and use primary and secondary sources to explain questions being researched.
2. Employ standard English language properly and fluently in reading, writing, listening, and speaking.
Democracy and 21st Century Skills:
1. Plan and prioritize goals
2. Generate, evaluate, and implement new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT understand the assignment choice and cooperatively choose the 2-3 assignments that will determine the path of the hand-building unit.
Literacy and Numeracy:
SWBAT analyze images for inspiration for each assignment for the semester while cooperatively choosing the assignments to be completed for the unit.
Democracy and 21st Century Skills:
SWBAT plan ahead using image research and sketches to plan what they want to do for each assignment for the purpose of managing time effectively while generating new ideas and novel approaches.
ASSESSMENTS
Content:
Crossword puzzle and discussion
Literacy and Numeracy:
Crossword puzzle and discussion
Democracy and 21st Century Skills:
Sketches and image research, coming to consensus and voting on projects chosen to complete.
KEY VOCABULARY
Content
*Pottery terms refer to crossword puzzle
*Pinch pots, coil vessels, hard slab, soft slab,
Literacy and Numeracy
Same as content
Personal philosophy
Democracy and 21st Century Skills
sketches, image research, consensus, voting
HIGHER ORDER QUESTIONS – for this lesson
Content
What are the possibilities and limitations with hand building clay?
Literacy and Numeracy
Why is practicing correct grammar and English important?
How does this help you describe your personal philosophy?
Democracy and 21st Century Skills
Why are cooperative decisions important to experience?
Does this help in experiencing teamwork or at least some form of working with others?
Why is research at the beginning of a project important, even when as simple as an image research?
What are precautions to be careful about when doing image research?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
This lesson will start part of the way through the class so they will have already had share back time about their last project and be primed for the next section of the class.
Pre-Assessment
After teams have been broken up have a short discussion on cooperative decisions. How can this be helpful and what difficulties can we end up facing?
Building Background
Link to Experience: Be up front with students on how the unit is going to go since I am a student teacher. Has anyone every experienced a tight time frame for a deadline that was not flexible at all? How does that make you feel?
Link to Learning: We are going to try to find a happy middle point where we get everything done before I leave, but have final glaze touches to do. I will come back to grade…. So there will be a deadline for pieces to be done and place in a specific location with your name and rubric attached to your project… place will be announced as we get closer.
Activity Name: Student Voice for Choice
Anticipatory Set:
Introduce each assignment briefly and allow discussion on what the students would like to work on…. If two assignments are chosen then the quality and effort expectations will be increased.
Instructional Input Includes: checking for understanding and making sure each student understands the assignments…. Can refer to the old rubrics.
Models of Teaching: Discussion combined with some lecture and student choice
Guided Practice: If there is time in the class we will do a demo on the first project or they will start working on the crossword puzzle to build pottery vocabulary.
Checking for Understanding: While students are working on the crossword or sketches for their projects check in with each to make sure they fully understand what is expected of them.
Independent Practice: Planning sketches before beginning the project and crossword puzzles.
Accommodations, Modifications, and Student Adjustments
We do have a hearing impaired student who uses a hearing aid that I will need to make eye contact with when speaking and check in with her to make sure she was able to hear everything and understands what is expected. I can also provide written directions beyond the print outs of the rubric for each project.
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 understand the assignment choice and cooperatively choose the 2-3 assignments that will determine the path of the hand-building unit.
Literacy and Numeracy:
SWBAT analyze images for inspiration for each assignment for the semester while cooperatively choosing the assignments to be completed for the unit.
Democracy and 21st Century Skills:
SWBAT plan ahead using image research and sketches to plan what they want to do for each assignment, for the purpose of managing time effectively while generating new ideas and novel approaches.
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)?
Remind students to finish their image research and plan out their first project which we will do a demo for on Monday.
Next Step
Begin coil vessel next class.
Items To Remember During The Lesson:
*If 2 projects are chosen then expectations and time spent increase
· Make sure they know they will need to draw sketches for their projects.
· Why do research? (discussion)
Thoughts & Reflections After Class
I was very excited to present this lesson to the class today. This is the closest thing I have been able get to applying my action research into the classroom. I presented the students with several proposed assignments and gave the students the chance to vote on the projects they would do. There were two required projects but students could choose to do more if we decided as a class. I did warn the students that if they choose only the two required assignments expectations would be increased.
I was amazed at how fast the students choose to do just the two and even more amazed when the class unanimously decided to do air plants instead of a clock. However, in my other class it was far more spread across the board. I had students choose to do both the clock and the air plant, while others choose one or the other.
If I did this project again I would make sure that students understood the time frame better. It seemed some students didn’t quite grasp the time limitations and how much that influences a clay project. I hope all students get this early on so we have the best time frame for successful projects. Overall, this lesson went really well and I think the students are more engaged and excited about the projects then if I had just told them what they would be required to do with no choice or say in the matter.
I was amazed at how fast the students choose to do just the two and even more amazed when the class unanimously decided to do air plants instead of a clock. However, in my other class it was far more spread across the board. I had students choose to do both the clock and the air plant, while others choose one or the other.
If I did this project again I would make sure that students understood the time frame better. It seemed some students didn’t quite grasp the time limitations and how much that influences a clay project. I hope all students get this early on so we have the best time frame for successful projects. Overall, this lesson went really well and I think the students are more engaged and excited about the projects then if I had just told them what they would be required to do with no choice or say in the matter.