LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley_________Date:______1/27/15 Periods 5 & 7
Unit Essential Question:_How to build a coil vessel out of clay? Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you?_
Lesson Topic:_Handbuilding: Coil Vessel____ 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 students learning and provide all students equal access to knowledge that is learned. This means students will help teach each other what they learn and create an even stronger enculturation and equal access environment.
STANDARDS (www.cde.state.com)
Content:
2.1: Reflective strategies are use to understand the creative process.
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. Assess and use primary and secondary sources to explain questions being research.
Democracy and 21st Century Skills:
1. Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and begin to develop their own personal creative philosophy/process.
Literacy and Numeracy:
SWBAT reflect on their experience and provide feedback and tips for their peers to start the hand building section of the class next.
Democracy and 21st Century Skills:
SWBAT manage their project through the whole process taking into account how many classes they have to work and the different stages of clay for the purpose of managing time effectively while creating unique works of art.
ASSESSMENTS
Content:
Completion of coil vessel graded on the rubric criteria.
Literacy and Numeracy:
Class discussion and compilation of tips and suggestions for their peers.
Democracy and 21st Century Skills:
Completion of coil vessel on time.
KEY VOCABULARY
Content
Coil vessel, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics,
Democracy and 21st Century Skills
Time Management, Unique, Leather hard, Greenware, Plastic, Bone Dry, Bisqueware
HIGHER ORDER QUESTIONS – for this lesson
Content
How to build a coil vessel out of clay?
Why are there limitations to clay during your coil building process?
Literacy and Numeracy
What would you recommend to someone doing this project after you?
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
Demo on starting a coil vessel and how to use the extruder.
Pre-Assessment
Give students small questionnaire on 21st century skills while prepping for the demo.
Building Background
Link to Experience: Link to last project….. What did you learn from the last piece? What are some key things to remember when working with clay?
Link to Learning: How can you apply what you have learned to this project? Will it change or influence your design for the coil vessel.
Activity Name Coil Vessel
Instructional Input Includes: modeling
Models of Teaching:
Cooperative learning, some lecture, demo… and One on one instruction.
SIOP Techniques:
I do, We do, You do.
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
Provide written handouts to students on how to construct coil vessel.
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 create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and begin to develop their own personal creative philosophy/process.
Literacy and Numeracy:
SWBAT reflect on their experience and provide feedback and tips for their peers to start the hand building section of the class next.
Democracy and 21st Century Skills:
SWBAT manage their project through the whole process taking into account how many classes they have to work and the different stages of clay for the purpose of managing time effectively while creating unique works of art.
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)?
At the end of the unit we will have a critique to look at all projects and reflect on what we have learned.
Next Step
Continue working on your coil vessels and keep an eye on how fast your clay is drying.... remember we are in Colorado and materials dry very quickly if not cared for properly.
Name:____Megan Tilley_________Date:______1/27/15 Periods 5 & 7
Unit Essential Question:_How to build a coil vessel out of clay? Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you?_
Lesson Topic:_Handbuilding: Coil Vessel____ 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 students learning and provide all students equal access to knowledge that is learned. This means students will help teach each other what they learn and create an even stronger enculturation and equal access environment.
STANDARDS (www.cde.state.com)
Content:
2.1: Reflective strategies are use to understand the creative process.
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. Assess and use primary and secondary sources to explain questions being research.
Democracy and 21st Century Skills:
1. Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and begin to develop their own personal creative philosophy/process.
Literacy and Numeracy:
SWBAT reflect on their experience and provide feedback and tips for their peers to start the hand building section of the class next.
Democracy and 21st Century Skills:
SWBAT manage their project through the whole process taking into account how many classes they have to work and the different stages of clay for the purpose of managing time effectively while creating unique works of art.
ASSESSMENTS
Content:
Completion of coil vessel graded on the rubric criteria.
Literacy and Numeracy:
Class discussion and compilation of tips and suggestions for their peers.
Democracy and 21st Century Skills:
Completion of coil vessel on time.
KEY VOCABULARY
Content
Coil vessel, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics,
Democracy and 21st Century Skills
Time Management, Unique, Leather hard, Greenware, Plastic, Bone Dry, Bisqueware
HIGHER ORDER QUESTIONS – for this lesson
Content
How to build a coil vessel out of clay?
Why are there limitations to clay during your coil building process?
Literacy and Numeracy
What would you recommend to someone doing this project after you?
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
Demo on starting a coil vessel and how to use the extruder.
Pre-Assessment
Give students small questionnaire on 21st century skills while prepping for the demo.
Building Background
Link to Experience: Link to last project….. What did you learn from the last piece? What are some key things to remember when working with clay?
Link to Learning: How can you apply what you have learned to this project? Will it change or influence your design for the coil vessel.
Activity Name Coil Vessel
Instructional Input Includes: modeling
Models of Teaching:
Cooperative learning, some lecture, demo… and One on one instruction.
SIOP Techniques:
I do, We do, You do.
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
Provide written handouts to students on how to construct coil vessel.
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 create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and begin to develop their own personal creative philosophy/process.
Literacy and Numeracy:
SWBAT reflect on their experience and provide feedback and tips for their peers to start the hand building section of the class next.
Democracy and 21st Century Skills:
SWBAT manage their project through the whole process taking into account how many classes they have to work and the different stages of clay for the purpose of managing time effectively while creating unique works of art.
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)?
At the end of the unit we will have a critique to look at all projects and reflect on what we have learned.
Next Step
Continue working on your coil vessels and keep an eye on how fast your clay is drying.... remember we are in Colorado and materials dry very quickly if not cared for properly.
Grading Rubric for Coil Vessel Project
Thoughts & Reflections After Class
I felt this lesson went very well and that the students will be able to meet and complete the objectives with being given a few weeks to complete their vessel. The biggest challenge I see the students facing is the time management of their coil vessel construction. Many students do not have experience with clay so I will have to keep on top of the way students store their projects. Most of the objectives for this lesson are going to take the next few weeks to complete as they work on time management, reflecting on their projects, and completing their coil vessels.
I have noticed many students not pushing for a more challenging design and will need to find a way to get students to challenge themselves more. Also students do not seem to grasp how big these coil vessels need to be. Maybe I can take my sample demo project up to the max height so students can see just how big these projects will be.
In my next lesson I think I will need to do a sculptural demo on adding sculptural additions on the outside of the coil vessels. It looks like I have at least two students in each class that want to utilize those techniques in their designs. Looking forward, I am most excited for seeing how the class critique goes and getting the students to work together to come up with tips for the group of students to do hand-building. I love the idea of peers helping to teach each other rather than all the information coming from me. Seems like it has more meaning to the students when it comes from their peers.
I have noticed many students not pushing for a more challenging design and will need to find a way to get students to challenge themselves more. Also students do not seem to grasp how big these coil vessels need to be. Maybe I can take my sample demo project up to the max height so students can see just how big these projects will be.
In my next lesson I think I will need to do a sculptural demo on adding sculptural additions on the outside of the coil vessels. It looks like I have at least two students in each class that want to utilize those techniques in their designs. Looking forward, I am most excited for seeing how the class critique goes and getting the students to work together to come up with tips for the group of students to do hand-building. I love the idea of peers helping to teach each other rather than all the information coming from me. Seems like it has more meaning to the students when it comes from their peers.