This lesson plan summary provides an overview of a ceramic game pieces lesson for 7th grade students:
The lesson allows students to reflect on and evaluate the ceramic game pieces they created over the last few weeks of a unit. Students will demonstrate hand building techniques and evaluate their work using a rubric. The lesson connects to art standards on understanding materials and techniques, as well as identifying and solving creative problems. Students will clean up their work area and evaluate their completed pieces using a rubric before the unit concludes.
This lesson plan summary provides an overview of a ceramic game pieces lesson for 7th grade students:
The lesson allows students to reflect on and evaluate the ceramic game pieces they created over the last few weeks of a unit. Students will demonstrate hand building techniques and evaluate their work using a rubric. The lesson connects to art standards on understanding materials and techniques, as well as identifying and solving creative problems. Students will clean up their work area and evaluate their completed pieces using a rubric before the unit concludes.
This lesson plan summary provides an overview of a ceramic game pieces lesson for 7th grade students:
The lesson allows students to reflect on and evaluate the ceramic game pieces they created over the last few weeks of a unit. Students will demonstrate hand building techniques and evaluate their work using a rubric. The lesson connects to art standards on understanding materials and techniques, as well as identifying and solving creative problems. Students will clean up their work area and evaluate their completed pieces using a rubric before the unit concludes.
This lesson plan summary provides an overview of a ceramic game pieces lesson for 7th grade students:
The lesson allows students to reflect on and evaluate the ceramic game pieces they created over the last few weeks of a unit. Students will demonstrate hand building techniques and evaluate their work using a rubric. The lesson connects to art standards on understanding materials and techniques, as well as identifying and solving creative problems. Students will clean up their work area and evaluate their completed pieces using a rubric before the unit concludes.
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Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Miss Velzen
Date
fall 2016
(rubric) Subject/ Topic/ Theme
ceramic game pieces
Grade ________7th________
I. Objectives How does this lesson connect to the unit plan? This is the last lesson of the unit. This lesson will give students time to reflect on what they created over the last couple weeks cognitiveR U Ap An E C*
Learners will be able to:
demonstrate knowledge of hand building techniques (roll a slab, roll a coil, and/or pinch) through creation evaluate their work by filling out a rubric
C An
physical development
socioemotional
X X
Common Core standards (or GLCEs if not available in Common Core) addressed: Standard one: ART.VA.I.7.1 Understand the varying qualities of materials, techniques, media technology, and processes at an emerging level. ART.VA.I.7.2 Understand the concept of proper use of art materials and using tools safely and responsibly at an emerging level. ART.VA.I.7.3 Demonstrate the use of successful visual vocabulary at an emerging level. ART.VA.I.7.5 Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level. Standard two: ART.VA.II.7.1 Identify, design, and solve creative problems at an emerging level. ART.VA.II.7.2 Develop and apply critical thinking strategies through the art making process at an emerging level. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite knowledge and skills.
Students must be up to date on the first four lessons. (if they have missed any of those class days, they must connect with me to cover what they missed BEFORE using clay today) Students should have a good understanding of clay at this point in the project: should be able to score/slip, work with pinch, slab, and coil, clean up properly Pre-assessment (for learning):
Outline assessment activities (applicable to this lesson)
What barriers might this
lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?
Formative (for learning):
Formative (as learning):
Students will clean up and set up in the way they were instructed Summative (of learning): Eventual final piece of art and self-evaluation rubric Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible
Provide Multiple Means of Action
and Expression Provide options for physical actionincrease options for interaction
Info will be presented orally as well
as in a google slides presentation
Students can form their game piece
using any method (pinch, coil, slab) they are most comfortable with
Provide options for language,
mathematical expressions, and symbols- clarify & connect language
Provide options for expression and
communication- increase medium of expression
Provide Multiple Means of
Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students will be working from (nearly) whatever game piece they have chosen Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback
Clean up is collaborative, the
table needs to divide some tasks and all help with others
9-15-14
Provide options for comprehensionactivate, apply & highlight
Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?
How will your classroom
be set up for this lesson?
Provide options for executive
functions- coordinate short & long term goals, monitor progress, and modify strategies
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment & reflection
By presenting the rubric, they
now know we are nearly the end of our work time in class. Some will likely ask to stay in at breaks if they feel too far behind
The rubric is filled out by each
student on their own work
Clay tools Burlap/table mats New bag of clay Slip cups Game pieces Sketch books Self-evaluation rubric (hardcopy) Student macbooks One set of tools and slip cup per table and one burlap/mats (students will get these out as they come in) Small block of clay for each student with refill bag on cutting board All students at assigned seats with sketch books
Development (the largest component or main body of the lesson)
Describe teacher activities
AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. I will be welcoming students by the door as they Students will set up as they enter the room: slip cut, enter to tell them NOT to get out clay today until I tools, mats at each table but NO clay instruct them to (the rest can be set up as usual) Today I want to pass out the rubric so that there is no surprises at the end of the project. This is a rubric just like you guys have seen for every project so far. The front side will be the same as usual. *I will pass them out as I begin speaking so they will all have one by this point
Students will listen while they receive the handout
I will go over the front and back of the rubric,
reading through (or calling on students to read) each point.
Students will be following along on rubric, raising
their hand to ask any questions that arise, or reading when called on
now before getting out clay, I would like for each
of you to take out your computers and find an image of your game piece. We are working from real life to see proportion and texture but an enlarged image will help us to see the finer details. As you get closer to the end of the project, these details become more and more important to focus on. Please get your image approved by me before printing and picking up. -give students time to find good image and print
Students will google their piece, find a large image
showing detail, raise hand to get approved, and then pick it up from the printer in the learning commons
9:50
Closure (conclusion, culmination, wrap-up)
You may now all get your clay out. By now you should be well on your way with your game piece. Keep referring back to your blue print and the images we just printed! Dont forget you have notes in your sketch book that you can refer back to if you get stuck. I will be wandering around the room answering questions and helping out as needed.
Students will now be able to get out their wrapped
clay or new clay as needed to work
I will walk around moving from table to table
giving advice and encouragement to students as needed. okay class it has been a good and productive work day. You have been showing me how well you can work with clay, but now I need to see how well you can clean up clay. I will but the checklist back on the screen. Divide the jobs between the members of your table. You have ten minutes until break so that should be plenty of time to turn this back into a spotless room.
Students will continue creating their game piece
Students will clean up, following all steps in their
notes in sketch book or slides
9:59
Once I see everything has been completed, I will
then dismiss one table at a time based on who worked well today and who properly follow all clean up steps. As tables leave, I will remind them to be sure they have clean hands before they eat their snacks at break Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) This lesson went pretty much as planned. The students followed along well; they participated in rubric discussion and asked relevant questions about it as we went through. During work time, students were creating based off of their blue prints and doing a good job producing well made parts. Many students needed reminders on sizing, so if I teach this again I will be sure to highlight this point when introducing the project
