Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Velzen
fall 2016

Subject/ Topic/ Theme

ceramic game pieces

Grade ______7th__________

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson of the unit. At this point, students have a good understanding of clay, tools, and clay care. They have practices worked with clay but have not
saved anything they have produced yet.
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
Score and slip two pieces of clay correctly
Work from life/observation to enlarge a small object
Properly store their clay works between classes
Device a plan of action by taking notes or sketching

C
C
C
Ap
E

physical
development

socioemotional

X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.VA.I.7.5 Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level.
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.
ART.VA.II.HS.7 Create preliminaries, possibilities, and drafts 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 three lessons. (if they have missed any of those class days, they
must connect with me to cover what they missed BEFORE using clay today)
Pre-assessment (for learning):
Formative (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 (as learning):

Students set up correctly as they enter the room

Students will clean 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

assignment will be presented orally

as well as in a handout

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

Blue print hand out will allow

students to apply learned
knowledge into plans for their
final project

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can bring in (nearly) any
game piece to work with
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

Provide options for comprehensionactivate, apply & highlight

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

Blue print will give students

clear path of where to go next
when beginning on game piece
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?

Clay tools
Burlap/table mats
New bag of clay
Slip cups
Game pieces
Sketch books with notes
Blueprint assignment hand out
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

Components
Motivation
(opening/
introduction/
engagement)

9:10

9:109:17
9:179:22
9:229:50

Development
(the largest
component or
main body of
the lesson)

9:50

Closure

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Welcome and call to attention
Students should have their tools, slip cups, and
-ask if all students have their game pieces with
mats at their table
them (if it is somewhere else at school, go get it
quickly)
-if they do not have a game piece they must take of
the of the extras I brought in since they must start
creating today
okay now before I pass out clay, I want you to do
a bit of planning in your sketch book. I want you
Students will work in sketch book to map out game
to, looking at your game piece, determine which
piece, labeling each part with a specific method
methods you may need to use for specific parts. If
-write down questions they have
you have an idea, write it down. The idea here is to -write down possible ideas or theories
think ahead so that when you have the clay in your
hands, you can read through your ideas and see
which of them can be carried out best.
-pass out hand out with blue print instructions
Give time for students to plan
Students will raise hand when finished to get
I will approve a sketch/rough plan outline and give
teacher signature before getting clay
them a block of clay to begin working with.
Studio work time
-I will be roaming, going from table to table
answering questions and keeping students on track
-students may come to me with questions specific
to their work at this time

okay class, it is almost break time so lets start

cleaning up! I will put the checklist on the board

Students will clean up, following all steps on the

board (clean up instructions also in their notes in

(conclusion,
culmination,
wrap-up)

9:59

for you all to follow. I want you to assign one

person from each table to put away all extra clay,
one person to return slip cups, and one person to
return tools. Once those are away, you can work
together to sponge and dry the table. Please also
check the floor for any wandering clay. Once
everything is cleaned and put away, be sure to wash
your hands! Clean is not safe to be consumed so
make sure you wash them well right before snack
time.

sketch book if they need a physical page to write

check marks on)

I will then dismiss one table at a time based on who

worked well today and who properly follow all
clean up steps
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 was taught but not in the order as I wrote it. I wanted to maximize work time so I opted out of the blue print planning.
After seeing how lost a few of the students were, I went back and had them sketch this out on their second work day. Once the
students created the blue print, I think a lot of them had a much clearer picture of what their final project would look like. It helped
them realize the scale and methods. It also helped me in assessing their understanding of each method. I was able to give 1-1
feedback which was extremely beneficial to most students.

9-15-14