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

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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

III. The Plan

Time
9:05

9:069:12
9:129:20

9:209:50

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Components
Motivation
(opening/
introduction/
engagement)

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

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