I.

NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH THE LEARNING SEGMENT
OCCURS: Hand building Techniques
A. Desired Results for the Unit or Topic of Study
Standards, Goals, Learning Objectives (What Will Students Know, Say, Do at the end of the unit or
semester?):
Students will have knowledge about masks of the world and the purposes that masks are used for.
Students will understand the techniques and skills needed to create a ceramic mask and will produce a mask
of their own.
Students will improve their deeper thinking skills while practicing the four steps of art criticism.
Students will use the art criticism worksheet to write a self-assessment of their ceramic mask.

Essential Questions for The Unit? (this addresses the topic and ideas specifically)

What is the purpose of a mask?

How are masks used?
How are ceramic masks made?
What elements and principles of art are used in masks?
What kind of message does the mask say?

B. Assessment Evidence:
Summative Assessments (Benchmarks, Culminating Assignments, Grade Determinants)

Students will produce a ceramic mask at the end of this unit demonstrating their understanding of
the techniques they have learned.
Students will write a self-evaluation of their work using the art criticism worksheet that
demonstrates their ability to think critically about art.

C. Language Demands (Reading, Writing, Speaking, Listening, Performance Expectations. Reference CC

Literacy and ELD Standards)
Students are expected to participate in group and class discussions as well as write about artworks. Some
students struggle with the more complicated higher order thinking questions. The writing assignments are
short. The expectation is that students write 3 complete sentences to answer each of the 4 sections. This is still
challenging for many students. Sentence frames and sentence starters will be provided to support students.
Teacher will also model academic language during presentations and discussions. Students need to be attentive
and listen to presentations as well as listen to their fellow students during discussions.

D. Student Academic Development Readiness (Consider what students have learned, what they appear to
know, understand, not know and misunderstand. Consider social development as well, in terms of peer
collaboration, problem solving)
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Students have created a few projects since I began teaching this class in January. During each project I have
taught them proper handling of tools and materials, how to attach clay by slipping and scoring, and how to
troubleshoot when problems arise. We have also consistently looked at the elements and principles of art such
as form, texture, and balance, and practice the four steps of art criticism in class discussion, through teacher
modeling, and in writing. That being said, this class contains students in a range of academic and artistic
abilities, and their skills and mastery of the concepts that I have presented are widely varied.
My more advanced students work quickly and confidently through the assignments I give. They develop and
execute complex creative designs, and write and speak thoughtfully about the artworks that we discuss in class.
My middle learners need some prodding to stay on task, occasionally have questions about how to do
something, and their designs and writing are less complex, but they generally are capable of completing the
assignments. My lower achievers need a lot of monitoring and assistance to get them to complete tasks. They
struggle with deeper thinking questions and tasks. For example, in the four steps to art criticism, the first step
is the easiest and simply asks the viewer to describe what they see. Pretty much all students are able to
complete this step although some might simply write that a picture is of a boat instead of describing the color,
size, or shape of the boat. The subsequent questions get more difficult and subjective, asking students to guess
at the meaning and intention of an artwork and making a judgment if the art is successful or not. Many
students are still struggling with developing this level of thinking. This is evident in their production of
artwork as well, where their designs are simple. This lesson will challenge students to continue to develop their
thinking skills by giving students opportunities to practice and challenge themselves, but will also provide
support for those who need it.

II. LEARNING SEGMENT OVERVIEW

(3-5 hours of instruction for Math, English, Science, SS/History, PE, WL, and Music. Art needs a longer period of time.)
A. General Topic:
Masks with a Message

Grade(s):
9-12

# Days/Periods (3-5 hours):

6 Days

B. Standards
Subject Area Content Standards (VAPA):
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and
in works of art, including their own.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.6 Create a two-or three-dimensional work of art that addresses a social issue.
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
3.4 Discuss the purposes of art in selected contemporary cultures.
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that
position after considering the views of others.
4.5 Employ the conventions of art criticism in writing and speak about works of art.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.
C. Central Focus: (Reference PACT Handbook)
The focus of this learning segment provides opportunities to develop students ability to 1) make art through learning
ceramic techniques and creating masks (creative expression); 2) to analyze, interpret, and evaluate qualities of visual form by
observing and analyzing images of masks (artistic perception); 3) understand the contributions artists and art make to
culture and society through the study of masks around the world (historical and cultural context); and 4) understand how
people make and justify judgments about art objects through their learning about the four steps of art criticism(aesthetic
valuing).
D. Learning Objectives
Students will be able to:

Understand uses of masks from around the world.

Use a slab roller and slab forming technique.
Design and create a ceramic mask that conveys a personal message.
Use materials to create a finished ceramic mask that expresses themselves creatively.
Evaluate artworks and write descriptively about them.

E. Common Core Literacy Standards Addressed (for other than ELA): Speaking, Listening, Reading, Writing,
and Performing (Standards can be clustered but every lesson need not address every strand.)
Reading
Speaking & Listening
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Writing
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and strategies. PAT Worksheet follows the template.
Images of Masks. Images are attached.

G. California ELD Standards for Learning Segment and Performance Levels (reading, writing, speaking,
listening, performing). Align with Common Core Content Standards.
Reference CA ELD Standards. Select those that apply to the Learning Segment. Describe those that apply to the LS. Select levels that
apply to your students in the classroom and use those performance descriptions to help create appropriate language supports.
Part 1: Interacting in Meaning Ways
CCCS that align
With ELD
Standards
Collaborative
SL.9-10.1, 6;
1. Exchanging information and ideas with others through oral collaborative discussions on a range
L.9-10.3, 6
of social and academic topics.
Emerging- 1. Exchanging information/ideas Engage in conversational exchanges and express ideas
on familiar current events and academic topics by asking and answering yes-no questions and who
questions and responding using phrases and short sentences.
Expanding- 1. Exchanging information/ideas Contribute to class, group, and partner discussions,
sustaining conversations on a variety of age and grade-appropriate academic topics by following
turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing
additional, relevant information, and paraphrasing key ideas.
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Bridging- 1. Exchanging information/ideas Contribute to class, group, and partner discussions,

sustaining conversations on a variety of age and grade-appropriate academic topics by following
turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and
providing coherent and well-articulated comments and additional information.
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language
Emerging- 5. Listening actively Demonstrate comprehension of oral presentations and discussions
on familiar social and academic topics by asking and answering questions, with prompting and
substantial support.
6. Reading/viewing closely a. Explain ideas, phenomena, processes, and text relationships (e.g.,
compare/ contrast, cause/effect, evidence-based argument) based on close reading of a variety of
grade-appropriate texts, presented in various print and multimedia formats, using short sentences
and a select set of general academic and domain-specific words.

SL.9-10.1, 3, 6;
L.9-10.1, 3, 6
Rl.9-10.1-7, 9-10;
RI.9-10.1-10;
RH.9-10.1-10;
RST.9-10.1-10;
SL.9-10.2;
L.9-10.1, 3, 6

Expanding- 5. Listening actively Demonstrate comprehension of oral presentations and discussions

on a variety of social and academic topics by asking and answering questions that show thoughtful
consideration of the ideas or arguments, with moderate support.
6. Reading/viewing closely a. Explain ideas, phenomena, processes, and relationships within and
across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of grade appropriate texts, presented in various print and multimedia
formats, using increasingly detailed sentences, and an increasing variety of general academic and
domain specific words.
Bridging- 5. Listening actively Demonstrate comprehension of oral presentations and discussions
on a variety of social and academic topics by asking and answering detailed and complex questions
that show thoughtful consideration of the ideas or arguments, with light support.
6. Reading/viewing closely a. Explain ideas, phenomena, processes, and relationships within and
across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on
close reading of a variety of grade-level texts, presented in various print and multimedia formats,
using a variety of detailed sentences and a range of general academic and domain-specific words.
Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information,
using appropriate technology.

W.9-10.1-10;
WHST.9-10.1-2, 4-10;
L.9-10.1-6

Emerging- 10. Writing a. Write short literary and informational texts (e.g., an argument about water
rights) collaboratively (e.g., with peers) and independently. b. Write brief summaries of texts and
experiences by using complete sentences and key words (e.g., from notes or graphic organizers).
Expanding- 10. Writing a. Write longer literary and informational texts (e.g., an argument about
water rights) collaboratively (e.g., with peers) and independently by using appropriate text
organization and growing understanding of register. b. Write increasingly concise summaries of
texts and experiences by using complete sentences and key words (e.g., from notes or graphic
organizers).
Bridging- 10. Writing a. Write longer and more detailed literary and informational texts (e.g., an
argument about water rights) collaboratively (e.g., with peers) and independently using appropriate
text organization and register. b. Write clear and coherent summaries of texts and experiences by
using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Part 2: Learning about How English Works

CCCS
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Structuring Cohesive Texts

EmergingExpandingBridgingExpanding and Enriching Ideas

EmergingExpandingBridging
Connecting and Condensing Ideas
EmergingExpandingBridgingH. Types of Assessments: How will you check for understanding?
Summative: These occur after instruction.
E.g., any length, genre or type of writing, quiz, test,
presentation, project, performance assessment, report
Summative assessments will be utilized by
evaluating students visual work for completion
and signs of understanding. Students will also
produce a written artist statement and art
criticism about their work. In these written
works I will be able to determine student
understanding by their usage of the new
vocabulary and ideas. I can compare this art
criticism to day one and see where
improvements were made.

Formative: These occur during instruction. They let you check for
understandings and misunderstandings; they give students
critical feedback when they are saying, making, and doing, and
they allow for changes in the instructional plan.
E.g., oral response, whole class cues, observation of pair work, observation of group
work, records of work, worksheets, notes, annotations, drafts, organizers, outlines,
journals, discussions
Formative assessment will be ongoing in the classroom. I will be
walking around the room as students are working and observing them
to check for learning. I will have one-on-one talks with students during
this time to address changes that need to be made, give suggestions for
improvement as well as positive feedback, and nudge students to persist
and continue working. Observing students during activities will also
help me assess their understanding of the concepts. The art criticism
worksheet that students complete on day one is also a formative
assessment and gives me a basis from where I can see growth through
the lesson segment. During discussions I will use targeted questions to
determine which students understand the material and which may not
be comfortable with the material or with sharing out to the class.

I. Progression of Lesson Tasks (The lesson

could be a 3-5 hour learning segment):

J. Possible ELD Scaffolds and Strategies to Support Students and

Address the Language Demands of each of the Lesson Tasks.

Visuals such as images and demonstrations.

Peer grouping to allow students to assist each other.
Reading questions aloud to students.
Modeling academic language.
Providing sentence starters and sentence frames.
Think/pair/share small group work.
Repetition and routine, students know what to expect.

K. Teaching Resources (Visuals, Materials, Handouts)

Masks of the World images
Art Criticism handout
Mask template handout
3-2-1 ticket out
Mask directions/ rubric
Newspaper
Tape
Plastic bags
Clay
Clay tools
Glazes
Brushes

III. DAILY LESSON PLANS

Note: Copy and paste template below as needed, depending on # of days in your learning segment.
DAY 1 (52 minutes)
Day 1: Agenda

Observe and analyze mask with art criticism worksheet.

Design masks and make template.
3-2-1 ticket out

Learning Activities and Corresponding Activity

Structures:
Day 1: Into
Students look at images of masks and fill out art
criticism worksheet.
Class discussion/ lecture about the history of masks
and their use of symbolism.

Day 1: Through
What will you do? What will students do?

Students design mask on paper template and cut out

template.

Day 1: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
3-2-1 Ticket out:
3 Things you found out.
2 Interesting things.
1 Question you have.

Opportunities for
Assessment During
Instruction
I will have the
opportunity to read
and evaluate
students art
criticism
worksheets.
I will observe
students prior
knowledge by
asking targeted
questions during
the discussion.
How will students demonstrate
learning?
How will you know what
students know?
I will circulate
around the
classroom as
students are
working to observe
how well they are
working and assist
when needed.

Students will
demonstrate with
the ticket out
what they
learned, found
interesting, and
still have
questions about.

Scaffolds, Literacy, and

ELD Strategies for Sub
Groups:
Visuals
Teacher reads
questions aloud
Modeling
appropriate
language

Teacher modeling
Students may look
up further reference
images on phones
or computers.

Read questions
aloud.

DAY 2 (100 minutes)

Day 2: Agenda

I have a question activity.

Teacher demonstrations.
Students create masks.

Learning Activities and Corresponding Activity

Structures:
Day 2: Into
I have the question, who has the answer?
Cards with the answer to the questions that students
had submitted at the end of the previous day are
passed out to students.
I read the questions and students try to match their
answers to my question.
They raise hands and call out answers to class.

Day 2: Through
What will you do? What will students do?
I will:
Demonstrate making newspaper mound and rolling
out clay slab on slab roller.
Students will:
Finish designing mask template.
Cut out mask template.
Roll out slab of clay on slab roller.
Use template to trace shape of mask and features
onto clay slab. Cut out eyes and add details.
Shape the clay over the newspaper mound.

Opportunities for
Assessment During
Instruction
During this activity
I will be observing
students and
paying attention to
who answers
questions correctly
or incorrectly, who
shies away from
speaking, and
which areas of
instruction
students struggle
with.
How will students demonstrate
learning?
How will you know what
students know?
During my
demonstrations I
will ask questions
to check for
understanding.
I will circulate
around the room
and observe
students during
their work time.

Scaffolds, Literacy, and

ELD Strategies for Sub
Groups:
I can be selective as
to which answer
cards I give to each
student, making
sure to scaffold this
activity for those
who might struggle
with certain topics
or with reading
certain cards aloud.

Use of visual
demonstration
presents material
verbally and visually
to increase
opportunities for
student
understanding.
While circulating the
room I will assist
students and give
them additional
explanations and
support as needed.
Some students need
monitoring to keep
them on task. Other
students may need
individual or small
group
demonstrations to
understand the
process. Repeating
demonstrations on
small groups or with
individuals allows
the rest of the class
to continue moving
forward while
9

eliminating
distractions for
students who need
more assistance.

Day 2: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?

10

DAY 3 (100 minutes)

Day 3: Agenda

Think/Pair/Share
Students create masks.

Learning Activities and Corresponding Activity

Structures:
Day 3: Into
Think/Pair/Share
Students think about the most important ideas from
the previous class.
Students share their ideas within their table groups.
Table groups pick one idea to share with the whole
class.

Day 3: Through
What will you do? What will students do?
Students continue working on making masks. Place on kiln
room shelf when they are completed and ready to be fired.

Opportunities for
Assessment During
Instruction
While circulating the room
I will observe students
sharing the knowledge that
they have learned so far.

Scaffolds, Literacy, and

ELD Strategies for Sub
Groups:
Students are
comfortable with
the peers at their
tables. This gives
students
opportunities to
utilize the academic
language, practice
speaking in a
reduced risk
environment, and
listen to others
answers.

How will students demonstrate

learning?
How will you know what
students know?
I will circulate around the
room and observe students
during their work time. I
will offer encouragement,
advice, and corrections
when needed.

Day 3: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?

11

DAY 4 (52 minutes)

Day 4: Agenda

Review masks of the world.

Discus color.
Demonstrate glazing.
Students glaze masks.

Learning Activities and Corresponding Activity

Structures:

Opportunities for
Assessment During
Instruction

Day 4: Into
Review masks of the world images, paying extra attention to
their colors. Discuss what meanings colors can convey.

Day 4: Through
What will you do? What will students do?
I will demonstrate glazing of masks.
Students will begin to glaze their masks.

How will students demonstrate

learning?
How will you know what
students know?
I will assess student
understanding of glazing
technique through
observation of student
actions while I circulate the
room.

Scaffolds, Literacy, and

ELD Strategies for Sub
Groups:
Images provide visual
references for students to
use for inspiration.
Revisiting the mask images
reinforces the previously
learned information about
masks and their purposes
through repetition.
Visual demonstration allows
students to access
information both visually
and verbally.
I will offer additional
assistance to students while
circulating the room

Day 4: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?

12

13

DAY 5 (100 minutes)

Day 5: Agenda

Students complete mask project.

Learning Activities and Corresponding Activity

Structures:

Opportunities for
Assessment During
Instruction

Scaffolds, Literacy, and

ELD Strategies for Sub
Groups:

Day 5: Into

Day 5: Through
What will you do? What will students do?

How will students demonstrate

learning?
How will you know what
students know?

Students finish glazing masks and place finished work on the

shelf in the kiln room to be fired.

Day 5: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?

14

DAY 6 (100 minutes)

Day 6: Agenda

Review art criticism.

Students complete art criticism for self evaluation.

Learning Activities and Corresponding Activity

Structures:
Day 6: Into
Review the 4 steps of art criticism. Practice critiquing teacher
mask.

Day 6: Through
What will you do? What will students do?
Students will complete Art Criticism worksheet, analyzing
their own finished masks.

Opportunities for
Assessment During
Instruction
I will ask students to
participate in answering the
art criticism questions. This
will give me an opportunity
to see how well students are
able to use higher order
thinking to analyze art
works.
How will students demonstrate
learning?
How will you know what
students know?
The completed Art
Criticism worksheet will be
used as a summative
assessment. It will be
compared to the Art
Criticism worksheet
completed by student on
day 1 to see progression in
learning.

Scaffolds, Literacy, and

ELD Strategies for Sub
Groups:
Sentence starters or sentence
frames are written on board
and appropriate language is
modeled in discussion.
Follow up questions are
used to encourage students
to elaborate on their answers
and help them answer using
academic language and
complete sentences.
At this point, students have
had many opportunities to
become familiar and
comfortable with these
questions. Answers have
been modeled and sentence
frames are supplied. Teacher
circles room as students are
writing to assist with the
writing process.

Day 6: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?

Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.
15

Name:

Period:

4 Steps to Art Criticism

Write at least three complete sentences in each square. Use the back of the paper if you need more
room.

Description
What does this piece look like?

Interpretation
What is the meaning of this piece?
What message is the artist trying to say?
What does it make you feel? Why?

Analysis
How are the elements and principles of art
and design used in this work? Which
elements and principles do you see?

Judgment
Do you think this piece is a success? Why?

16

Masks with a Meaning

For this project, create a mask that conveys a meaning. Meanings could be personal, political, funny, happy, or sad.
Day 1:
1. Design your mask on the paper mask template handout.
Use a pencil to sketch your mask design onto paper. Make the drawing the same size as the mask you
plan to make.
2. Cut out the design.
Use scissors to cut out the mask design. This is your template for cutting the clay slab.
Day 2:
3. Make a newspaper mound.
Shape newspapers into a mound about the same size as your mask. Use masking tape to keep it rounded.
4. Cover the newspaper with the plastic bag
Cover the newspaper mound with a plastic bag. Use tape to keep the bag in place over the newspaper.
5. Roll out the clay slab
Roll out a slab of clay evenly to approximately 3/8 inch thickness.
6. Cut the slab, and trace features onto the clay
Lay the paper mask plan over the clay slab. Use a clay-trimming tool to cut the clay around the edges of
the paper. Use a clay-shaping tool to press the mask features onto the clay through the paper.
Day 3-5:
7. Shape the clay over the newspaper
Drape the clay evenly over the newspaper mound. Use a damp sponge to smooth around the bottom
edges.
8. Add features and details to the mask
Use the clay shaping tools to add additional clay coils and slabs to build the features of the mask. Add
lines, designs, textures and shapes. Allow the mask to dry.
9. Once mask has been bisque fired, paint mask with colored glazes.
Day 6:
10. Complete Art Criticism worksheet about completed mask.
3

Creativity
Craftsmanship
Problem Solving
Clean up/ Attitude
Art Criticism

Score:

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Name:

3-2-1 Ticket Out

Period:

3 Things you found out.

1.
2.
3.
2 Interesting things:
1.
2.
1 Question you have.
Name:

3-2-1 Ticket Out

Period:

3 Things you found out.

1.
2.
3.
2 Interesting things:
1.
2.
1 Question you have.
Name:

Period:

3-2-1 Ticket Out

3 Things you found out.
1.
2.
3.
2 Interesting things:
1.
2.
1 Question you have.
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