University of Wisconsin-Stout Lesson Planning Template

Name: Becca Handy

My Example Student
Grade level/Course: 3rd Grade Art My Project
Sample
Unit Title: Greek Pottery

Time Frame: 4 class periods;

45 minutes each

Lesson One: Learning parts of a Greek vase. Learning slab base construction and
beginning coils.

Lesson Two: Learning coil building to move the form in or out. Instruction on how
to smooth the form.

Lesson Three: Learning the meaning behind decorations on Greek vases. Learning
how to decorate their own Greek style vase.

INFORMATION ABOUT THE UNIT

Enduring Understanding and/or Essential Question

How can I create a Greek style vase that demonstrates an understanding of the
parts and uses of a vase as well as coil building construction techniques?
National Core Arts Standards
A.4.2 Learn basic vocabulary related to their study of art
C.4.6 Use sketching to develop ideas for their artwork
C.4.7 Develop basic skills to produce quality art
H.4.4 Create three-dimensional forms with clay
J.4.1 Explore the purposes and functions of art
Objectives
Art Production:
I can create a slab and cut out a shape from it necessary for the bottom of a vessel.
(C.4.7)
I can use the slip and score method to attach coils. (C.4.7)
I can roll out an even coil. (C.4.7)
I can construct a Greek style vase using coils. (C.4.7)(H.4.4)
I can create curves in a piece through coil building. (C.4.7)
I can smooth the coils out of my piece. (C.4.7)
I can practice decorating a formed piece of pottery using colored stain and stencils.
(C.4.7)
I can construct a piece that holds water. (C.4.7)
Incorporating student choice:

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I can choose my favorite design to decorate my Greek vase.

I can plan a sketch of what I want my vase to look like in the end. (C.4.6)
Interpreting art:
I can self-reflect about what I learned and created for this project.
I can describe the visual balance of Greek pottery.
Art Context:
I can label parts of a Greek vase. (A.4.2)
I can define clay terminology. (A.4.2)
I can discuss the function of a piece of Greek pottery within ancient Greek culture.
(J.4.1)
I can understand what the decorations of Greek pottery are used for. (J.4.1)

Academic Language
Bisque: Clay that has been fired once, usually at a low temperature.

Body: Main or middle part of the vase that is usually the largest part of the vase.

Ceramics: Objects made of clay fired in high enough temperature for a chemical
change to take place in the clay body.
Clay: a natural earthy material that is plastic when wet, consisting essentially of
hydrated silicates of aluminum.
Coil: Clay that has been rolled into a long rope or snake shape.
Coiled Building: One of the oldest ways of hand building pottery. Long strands of
clay which are laid on top of each other and joined through blending coil to coil with
the fingers and various smoothing tools.

Foot: The part of the vase that meets or rests on the floor or table.

Handle: Clay attached to the vase used to hold the vase with.
Kiln: This is a large, hot oven that is used to fire the clay and turn clay into ceramic
material.
Lip: Ridge around the mouth of the pot.
Mouth: The opening near the top of a vase.
Neck: Usually narrower part that leads from the shoulder of a vase to the lip.
Rib: A flat wooden or metal tool used to smooth wet or leather hard clay.
Scoring: Making scratches in the surfaces that will be joined together as a method
of attaching clay.
Shoulder: Angle leading from the body of the pot to the neck.
Slab: A sheet of clay that has been flattened to a consistent thickness.
Slip: This is liquid clay made by mixing clay with water and is used as a glue to
attach pieces together during the building process.
Slip and Score: a technique used to connect two pieces of clay by scratching into
the surfaces of each piece of clay and then applying watered down clay to each
piece before pressing the pieces together.

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Stain: Redefined raw chemicals offered in a wide range of shades used for coloring
clays.
Stoneware: A high-fire clay. Stoneware is waterproof even without glaze.
Symmetrical: Same on both sides.

Syntax: Students will write vocabulary during the end of the unit
assessment through a free
response critique asking what they have learned, asking to describe their
project, and asking
their favorite part of the project.
Discourse: Students will use vocabulary during assessments at the end of
each day and when
asked about their progress throughout the lesson.

Criteria for the Project:

The student must use coils to construct a vase that can hold water.
The student must create a vase that has a body.
The student must create a vase that has a shoulder.
The student must create a vase that has a neck.
The student must create a vase that has a mouth.
The student must decorate their vase with a picture story about their family
and include a traditional Greek pattern using stencils.
The student must be able to label parts of a vase.
Adding a foot and handles are optional

INSTRUCTIONAL CONTEXT

Prior Learning and Prerequisite Skills

The ancient Greek civilization will be new content for the students. Students have
done pottery before but never coil construction. They will transfer their knowledge
of clay qualities to the beginning of the lesson. The first lesson will be about
learning parts of a Greek vase and Learning slab base construction and beginning
coils. Students know how to make a slab so we are starting with familiar tasks but
then adding coil building to their knowledge. Once they have coil building down,
lesson two will be about how to move a form in and out creating curves using coils.
This will broaden their horizon on the possibilities of this form of construction. They
will also learn to smooth the coils out to give them a finished surface. In lesson
three they will continue to perfect their surface. In lesson three, they will learn the
purpose behind the designs on Greek pottery and then decorate their own pottery.
This build on their knowledge of the ancient Greek civilization and well as ties it
back to their own productive skills by decorating their own piece. Students will
continue to learn and use academic language throughout the entire lesson.
LESSON ONE:

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Students have learned how to score and slip to attach slabs in the past. They will
transfer that knowledge to coil construction. They will also transfer their knowledge
of clay qualities to the beginning of the lesson.
LESSON TWO:
Lesson two will build upon lesson one by continuing to work with the coils building
method and reviewing the parts of the vase when talking about their project
requirements. This lesson will be about how to move a form in and out creating
curves using coils. This will broaden their horizon on the possibilities of this form of
construction.
LESSON THREE:
Lesson three builds upon lesson one by focusing on the initial function of the Greek
vase in Greek civilization via the picture story. It ties in with lesson two by focusing
on the surface of the form.
How do you expect to build upon this UNIT in subsequent UNITS?
Students will now be able to create any coil built form. Coil building is great for
creating organic structures such as functional bowls and cups and even non-
functional sculpture work. Students will know how to talk to people about the clay
medium using their newly learned academic language.
Misconceptions:
Students may build at too sharp of and angle that the clay cant support.
Students may let the clay get leather hard in the construction stage.
Students may pinch the pot rather than build the curves.
Students may end coils too often in the same spot creating a weak section in their
vase.
List any other special features of your school or classroom that will affect
the teaching of this lesson.
Teacher microphone, overhead projector, pre-set curriculum, district wide
assessment sheet.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students: 28 Males: 13

Females: 15

Diverse Student Number Accommodations and/or pertinent IEP

Needs Category of Objectives
Student

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s
Students with 2 Both child have learning disabilities. Sue will need
IEPs more time for certain tasks. She is capable of all
tasks just needs near constant reminding to keep
her focused. I may only require both childrens
projects to be coil built, hold water, and have a
mouth. I will disregard the requirement of moving
the form in and out if it is too difficult for them. I
will partner them next to someone who is willing
to help with their questions. I will give them
additional one on one instructions to make sure
they understand whats being asked of them.
English Language 4 Students in this category have speech and
Learners language troubles or are English learners. Three
students just have speech and language troubles
such as having troubles saying certain words.
They are all completely capable of understanding
vocabulary just maybe not pronouncing the words.
I will work with them to correct their speck if they
cannot pronounce words. We have one English
language learner and I will simply sentence for
him if need be.
Gifted 10 I will offer optional added components to their
work such as constructing a foot or adding
handles. I may have them work at memorizing
more vocabulary.
Other special 6 All students in this category have medical
needs- (Medical) situations. Mainly allergies to food but there is also
a student with Asthma and a student with history
of seizures. I will not have food in this lesson so
allergies should not be a problem. If any medical
mishaps happen I will know the correct procedures
to attend to the situation.

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LESSON ONE: Greek Vase Components and Beginning

Construction

Unit: Greek Pottery

Enduring Understanding/Essential
Question: How can I create a Greek style vase
that demonstrates an understanding of the parts
and uses of a vase as well as coil building
construction techniques?

Lesson One: Greek Vase Components and Time Frame: (1 class period; 45
Beginning Construction minutes)
Central Focus: Learning parts of a Greek
vase. Learning slab base construction and beginning coils.

LESSON ONE OBJECTIVES: (reference WI Art and Design Standards)

I can create a slab and cut out a shape from it necessary for the bottom of a vessel.
(C.4.7)
I can use the slip and score method to attach coils. (C.4.7)
I can roll out an even coil. (C.4.7)
I can construct a Greek style vase using coils. (C.4.7)(H.4.4)
I can construct a piece that holds water. (C.4.7)
I can plan a sketch of what I want my vase to look like in the end. (C.4.6)
I can label parts of a Greek vase. (A.4.2)
I can define clay terminology. (A.4.2)
I can discuss the function of a piece of Greek pottery within ancient Greek culture.
(J.4.1)

Language Function
Students will explain their project and at they have learned through a free
response critique.
Instructional Resources
PowerPoint, Overhead projector, Clay, Fork, Slip, Worksheets.
Sources
The idea is based off the Robbins Elementary mandatory curriculum.
Art Materials needed
Clay, Canvas, Fork, Slip, Brush, Plastic bags.

INSTRUCTION: LESSON ONE

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Anticipatory Set/Elicit Prior Knowledge

I will start out by asking them if art has a function rather than just looking
interesting. I will have them discuss the question with their friends around them and
then have them share their answers using a thumbs up thumbs down system. My
guess is they will associate this question with paintings and drawings and say no.
We will then go into pottery as a functional art. Hopefully this new function aspect
will get them excited when I explain they will be making their own functional
pottery.
Central Focus for this lesson
Today we will learn about Greek pottery. You will be able to name parts of a Greek
style vase, know the purpose for the pottery and be able to start your own vase
using a slab base construction and beginning coil methods.
Procedure
Time Learning Tasks Purpose:
DAY ONE: I can create a slab
3 min 1. Anticipatory Set: I will start out by asking and cut out a
them if art has a function rather than just shape from it
looking interesting. I will have them discuss the necessary for the
bottom of a
question with their friends around them and
vessel. (C.4.7)
then have them share their answers using a
I can use the slip
thumbs up thumbs down system. My guess is and score method
they will associate this question with paintings to attach coils.
and drawings and say no. We will then go into (C.4.7)
pottery as a functional art. Hopefully this new I can roll out an
function aspect will get them excited when I even coil. (C.4.7)
explain they will be making their own I can construct a
10 min functional pottery. Greek style vase
using coils.
(C.4.7)(H.4.4)
2. Introduction of Assignment: I will start by I can construct a
piece that holds
talking about what the Greeks used their
water. (C.4.7)
pottery for. We will then use a PowerPoint slide
I can plan a
5 min to learn each part of the vase. I will tell them sketch of what I
that they will need to know this information for want my vase to
later today. look like in the
end. (C.4.6)
3. Student practice: I will have them go back to I can label parts
their seats and give them a quick 5 minutes to of a Greek vase.
sketch their favorite shaped vase. This will help (A.4.2)
them become less restless from sitting for a I can define clay
5 min terminology.
long time as well as give them a reference
(A.4.2)
when building. During this time I will remind
I can discuss the
them that Greek pottery is symmetrical. function of a
piece of Greek

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4. Demonstration part 1: After learning about pottery within

Greek pottery I will show them how to make ancient Greek
their own Greek pottery. I will demonstrate culture. (J.4.1)
flattening a slab to equal thickness in order to Differentiate
use as a bottom piece. I will show students how instruction:
to roll out an even coil. I will them show the slip I will
2 min and score method of attachment. I will show demonstrate,
students how to attach their next coil and join model, and
them together. After I finish all these explain.
demonstrations I will have students tell me I may only
10 min what their first step will be when they go back require both
to their seats in order to refresh their memory. childrens
projects to be
5. Introduce Grading Criteria: I will keep a coil built, hold
PowerPoint up of bulleted elements the water, and have
students should include in their project in order a mouth. I will
to get an A. disregard the
requirement of
6. Student practice: Once the students know moving the form
what they are to do I will have them get in and out if it is
materials. I will then have them start flattening too difficult for
a slab out of clay. They will need to cut a circle them. I will give
out of their slab, score and slip around the them additional
10 min
edge, and attach their first coil and coil one on one
support. They will then build upon each coil instructions to
with a new coil until we run out of time. While make sure they
students are creating, I will be walking from understand
table to table constantly checking in with whats being
students on an individual level by asking and asked of them.
observing how everything is going. I will also Grouping
be giving them pointers to make their work the Strategies:
best it can be. Students will sit
in table groups
7. Clean Up: 10 minutes prior to the end of class. of 4-6 due to
the seating
8. Closure: They will be handed a worksheet that
arrangements of
depicts a Greek vase and a word bank and will
the room but I
be asked to label a specific part of their vase.
will place
Once they complete their worksheet they will
students with
be free to lineup. This type of summative
limitations next
assessment will serve as a pop quiz and will
to someone who
help me to understand how much of the
is willing to help
enduring understanding from day one the
with their
students retained.
questions.

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Assessment:
They will be
handed a
worksheet that
depicts a Greek
vase and a word
bank and will be
asked to label a
specific part of
their vase

LESSON TWO: Coil Construction and Coil Blending

Unit: Greek Pottery

Enduring Understanding: How
can I create a Greek style vase that
demonstrates an understanding of
the parts and uses of a vase as well
as coil building construction
techniques?

Lesson Two: Coil Construction and Coil

Time Frame:
Blending
(2 class periods; 45 minutes
each)
Central Focus: Learning coil building to move the form in or out. Instruction on
how to smooth the form.

LESSON TWO OBJECTIVES: (reference WI Art and Design Standards)

I can construct a Greek style vase using coils. (C.4.7)(H.4.4)
I can create curves in a piece through coil building. (C.4.7)
I can smooth the coils out of my piece. (C.4.7)
I can construct a piece that holds water. (C.4.7)
I can describe the visual balance of Greek pottery.
I can define clay terminology. (A.4.2)
Instructional Resources
Overhead projector, clay, rib.
Art Materials needed
Clay, Canvas, Fork, Slip, Brush, Ribs, Plastic bags.

INSTRUCTION: LESSON TWO

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Scaffolding the learning

Lesson two will build upon lesson one by continuing to work with the coils building
method and reviewing the parts of the vase when talking about their project
requirements. This lesson will be about how to move a form in and out creating
curves using coils. This will broaden their horizon on the possibilities of this form of
construction.
Central Focus for this lesson
Today we will be learning how to coil build to move the form in or out to create
curves. This will show you how to create the affect you want and replicate their
sketch. Tomorrow we will learn how to smooth the form to get a finished look. This
will give us a proper surface for decorating.
Procedure
Time Learning Tasks Purpose:
DAY ONE of LESSON #2: I can construct a
Greek style vase
5 min 1. Review of yesterdays learning/Grading using coils.
Criteria: I will ask students if they remember (C.4.7)(H.4.4)
what method of construction we are using. We I can create
will talk about how to use the newly learned curves in a piece
method of coil building to create their three- through coil
dimensional vase. I will review the building. (C.4.7)
requirements of the vase needing a shoulder I can smooth the
neck and mouth which means the form cannot coils out of my
5 min be straight up and down. piece. (C.4.7)
I can construct a
2. Demonstration part 2: I will then show piece that holds
students how to build coils on the inside of the water. (C.4.7)
form to make the vase move in and how to I can describe the
build on the outside of the form to make the visual balance of
form move out. I will then have students repeat Greek pottery.
25 min back to me what their first step will be when I can define clay
they go back to their seats. terminology.
(A.4.2)
3. Student practice: Students will then try to
Differentiated
replicate the curves of their sketch using the
instruction:
recently taught method of building. I will give
I will
gentle reminders of how to make forms move
demonstrate,
in and out. I will be checking in individually
model, and
with each person that their form is turning out
10 min explain.
like their sketch. I will check in with my
I may only require
students with learning disabilities two or three
both childrens
times.
projects to be coil
built, hold water,
4. Clean Up: Ten minutes prior to the end of
and have a

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class. mouth. I will

disregard the
5. Closure: I will hold up a picture of a Greek requirement of
vase. I will say things about the parts of the moving the form
vase and if they think I am telling the truth in and out if it is
they give me a thumbs up and if they think I too difficult for
am wrong they will give me a thumbs down. I them. I will give
may also name tools and ask about the them additional
function of a Greek vase. They will then be one on one
allowed to line up. instructions to
make sure they
6. Homework: Think of what liquid you would
understand
carry in your vase and have it ready to share
2 min whats being
next class period.
asked of them.
Assessment:
I will hold up a
5 min picture of a Greek
vase. I will say
things about the
parts of the vase
DAY TWO of LESSON #2:
and if they think I
1. Review of yesterdays learning/Peer
28 min am telling the
sharing: I will have students share their
truth they give
homework from last class which is telling what
me a thumbs up
liquid they would like to hold in their vase.
and if they think I
2. Demonstration part 3: I will show how to am wrong they
10 min smooth out the lumpy form with water and a will give me a
rib tool. I will them have students tell me what thumbs down. I
their first step will be when they make it back may also name
to their seats. tools and ask
about the function
3. Student practice: Students will finish building of a Greek vase.
and then smooth the coil look out of their form.
I will be checking the quality of work the
students are doing and providing pointers.

4. Clean Up: 10 minutes prior to the end of class.

5. Closure: I will ask each table a question about

the lesson so far and once they talk about it
and have the answer they will raise their
hands. Once they give me the right answer I
will allow them to line up.

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LESSON THREE: Decoration of a Greek Vase

Unit: Greek Pottery

Enduring Understanding: How
can I create a Greek style vase that
demonstrates an understanding of
the parts and uses of a vase as well as coil building construction techniques?

Lesson Three: Decoration of a Greek Vase Time Frame:

Central Focus: Learning the meaning behind (1 class period; 45
decorations on Greek vases. Learning how to decorate minutes)
their own Greek style vase.

LESSON THREE OBJECTIVES: (reference WI Art and Design Standards)

I can practice decorating a formed piece of pottery using colored stain and stencils.
(C.4.7)
I can choose my favorite design to decorate my Greek vase.
I can self-reflect about what I learned and created for this project.
I can define clay terminology. (A.4.2)
I can discuss the function of a piece of Greek pottery within ancient Greek culture.
(J.4.1)
I can understand what the decorations of Greek pottery are used for. (J.4.1)
Instructional Resources
YouTube video clip, overhead projector
Art Materials needed
Brush, Stain

INSTRUCTION: LESSON THREE

Scaffolding the learning

Lesson three builds upon lesson one by focusing on the initial function of the Greek
vase in Greek civilization via the picture story. It also builds upon lesson two by
focusing on the surface of the form.
Central Focus for this lesson
Today we will be learning the meaning behind decorations on Greek vases as well

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as learning how to decorate your own Greek style vase. We will also be reflecting
upon the work that we have done throughout this project.
Procedure
Time Learning Tasks Purpose:
DAY ONE of LESSON #3: I can practice
5 min 1. Anticipatory Set: I will show a short one decorating a
minute video clip of the beginning of the movie formed piece of
Hercules. This scene depicts the narrator of the pottery using
Hercules story to be Greek goddess ladies colored stain
drawn on a pot. I will them that the meaning of and stencils.
the picture story is to tell a story. (C.4.7)
I can choose my
2. Grading Criteria: I will remind them that their favorite design
project requires a picture story which is the to decorate my
5 min task at hand today. Greek vase.
I can self-reflect
3. Demonstration part 4: I will show them what about what I
I expect in their picture story while explaining learned and
what colored slip is. I will then have students created for this
20 min repeat back to me what their first step will be project.
when they go back to their seats. I can define clay
terminology.
4. Student practice: Students will pick out a
(A.4.2)
Greek design to create their picture story. They
I can discuss the
will then paint their favorite design and add a
function of a
small story picture of their own. I will be talking
10 min piece of Greek
with and checking in on an individual level with
pottery within
each student.
5 min ancient Greek
5. Clean Up: 15 minutes prior to the end of class. culture. (J.4.1)
I can
6. UNIT Closure: Students will fill out a understand
Watermelon words critique form. This for what the
serves as a self-critique. It asks about decorations of
something they have learned during the unit, Greek pottery
their favorite part of the unit, and asks them to are used for.
explain what they have created. This is an (J.4.1)
open written response worksheet. Once the Differentiated
critique is completed students will be free to instruction:
line up. I will
demonstrate,
model, and
explain.
I may only
require both

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childrens
projects to be
coil built, hold
water, and have
a mouth. I will
disregard the
requirement of
moving the form
in and out if it is
too difficult for
them. I will give
them additional
one on one
instructions to
make sure they
understand
whats being
asked of them.
Assessment:
Students will fill
out a
Watermelon
words critique
form. It asks
about
something they
have learned
during the unit,
their favorite
part of the unit,
and asks them
to explain what
they have
created. This is
an open written
response
worksheet.

ASSESSMENT

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Before the unit

Discover more about each individual student and the previous lessons that
they were a part of in the art room.
Observe students while doing lessons prior to this lesson.
Ask the cooperating teacher what students have previously learned
pertaining to this lesson.
Ask students what they remember about clay projects.
Ask students about their favorite project so far in the art room.
Ask students what they personally think they are good at and what they think
they could improve at.
Read through IEPs to find documented strengths/weaknesses and
abilities/skills of students.
Communicate and seek advice from cooperating teacher pertaining
accommodations for students with special needs and gifted and talented
abilities.
Ask cooperating teacher how she assesses her students and have her walk
me through a grading process.

Pre-assessment
In the introduction to the lesson, I will have my student engage in conversation with
the person next to them as to if they think art has a function other than looking
pretty. After about a minute I will have each student give me a thumbs up if their
answer is yes and thumbs down if their answer is no. If they answer yes I will ask
them to share their function idea with the class. I will then go into the function
Greek pottery had for those in the ancient Greek civilization.
During the unit
I will know that my students understand the lesson if they are staying on task and
completing the necessary work assigned for the day. I will provide feedback by
constantly moving from table to table and checking in with students and giving
them pointers to make their work the best it can be. I will do this in order to touch
base with students on a more individual basis and hopefully form a better
connection with each student. When my students believe their work is completed
they will never be encouraged to come up to me and say Im done. My students
will know to ask me Does my work look finished?. I do this to challenge students
to continue to improve their work until its the best it can possibly be. I will always
start my class with a formative assessment of a discussion reviewing the content
from the previous lesson and end my class with a formative and sometimes
summative assessment recapping the enduring understanding of the days lesson.
The end of the day assessment will serve as an exit ticket for the children. That way
the last thing in their mind before leaving at class was the main points of the lesson
and not how their project is looking or going.

On day one, I will do a beginning pre-assessment ice breaker to the project asking
them if art has a function. They will discuss their answer with a friend next to them.

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After about a minute I will have each student give me a thumbs up if their answer is
yes and thumbs down if their answer is no. If they answer yes I will ask them to
share their function idea with the class. At the end of day one they will be handed a
worksheet that depicts a Greek vase and a word bank and will be asked to label a
specific part of their vase. Once they complete their worksheet they will be free to
lineup. This type of summative assessment will serve as a pop quiz and will help me
to understand how much of the enduring understanding from day one the students
retained.

On day two, I will simply ask the class if they remember the method we are using to
build. At the end of class I will hold up a picture of a Greek vase. I will say things
about the parts of the vase and if they think I am telling the truth they give me a
thumbs up and if they think I am wrong they will give me a thumbs down. I may
also name tools and ask about the function of a Greek vase.

On day three, I will have them share their homework of thinking about what liquid
they would hold in their vase. This will reiterate the function of a Greek vase. At the
end I will ask each table a question about the unit learnings so far. Once they talk as
a group and have the answer they will all raise their hands. Once they get the
answer right their table will be free to line up.

On day four, I will remind them of the picture story criteria to get their memory on
track with the days lesson. At the end of the day their project should be done and
they will self-critique using a watermelon words critique form. It asks about
something they have learned during the unit, their favorite part of the unit, and
asks them to explain what they have created. This is an open written response
worksheet. Once the critique is completed students will be free to line up.

Informal Formative Assessment

Questioning before they line up
Formal Formative Assessment
Work sheets before they line up
At the end of the unit
Summative Assessment
Students will self-critique using a watermelon words critique form. It asks about
something they have learned during the unit, their favorite part of the unit, and
asks them to explain what they have created. This is an open written response
worksheet that allows them to reflect freely. Students will also get graded through
my rubric. The rubric will serve as their final grade and feedback.

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