Lesson Plan Title: Fairy and Toad Abode Grade-4 Length 4 Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

During the introductory discussion and presentation, and during all subsequent demonstrations and discussions, students will be engaged in a
dialogue in order to assess and to activate prior knowledge and experience relevant to this assignment. This will include the topics of ceramic art,
the media of ceramic clay, toad houses, etc.
Who has worked with ceramic clay? What can you tell me about making pottery? Looking for a general sense of prior school experience. There
will of course be some students with considerable extra experience.
How long does pottery last? What do you think is the oldest pottery that has been found? Looking for a basic understanding that pottery become
permanent as a fired product. This line of questioning is also intended to determine if students understand the connection between pottery and
history and culture.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are an artist working with a local herpetologist to create a toad house design. Your toad house will be used to house toads in local gardens so
that they may eat insects and reduce the need for chemical controls. Your house must me functional, well-constructed, and aesthetically pleasing so
that gardeners will use them and so that they keep toads safe.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Form IB Concepts:
Materials Function
Technique Change
Discovery Connection

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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists use a variety of materials and techniques to create art that can be functional and aesthetically pleasing

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Upon completion of this the project, students will be able to describe how raw clay becomes permanent ceramic
Bloom’s: Understand
Standard: Observe and Learn to Comprehend
GLE: Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design
Art Learning: Materials(s)/technique(s)
Numeracy, Literacy, Technology: Quart Inversion-Science/Technology

Upon completion of this project, students will be able to reflect on the art making process in writing
Bloom’s: Analyze
Standard: Envision and Critique to Reflect
GLE: The processes and philosophies of art and design inform interpretations in works of art
Art Learning: Conceptual/ideation/personal grounding
Numeracy, Literacy, Technology:

After demonstration, students will be able to create a ceramic clay sculpture

Bloom’s: Create
Standard: Invent and Discover to Create
GLE: Materials and processes can be used in traditional, unique, and inventive ways
Art Learning: Expressive features and characteristics of art
Numeracy, Literacy, Technology:

Upon completion of this project, students will be able to describe how art can serve a function
Bloom’s: Evaluate
Standard: Relate and Connect to Transfer
GLE: Viewers and patrons make personal meaning and infer artistic intent
Art Learning: Critical reflection/aesthetics/transfer
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Numeracy, Literacy, Technology:

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Lesson concepts will be presented orally, in writing, This project will help students develop a grade level
and through demonstration. Additional support will proficiency with the materials. Students will receive
be provided to individuals who experience difficulty. instruction and direction but may interpret this project
according to their own interests within reason
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
The resources and process should be available to Students will have the option to access a variety of
each student participating. Observed challenges will natural and manufactured materials that may be used
be addressed according to observable need to express individual interests

Literacy: List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

• Ceramic
• Score
• Slip
• Plastic
• Bisque

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools.
(These are the materials students will use.) List all materials in a bulleted format.
Bucket to clean tools
 Rolled clay slab for the structure sides Boxed ceramic clay
 Rolled clay slab for the roof Kiln
 Sketchbooks Acrylic paint
 Variety of ceramic tools Beads, pipe cleaners, string, natural materials, etc. for
 Large Acrylic paint bottles to serve as mold for side walls adornment
 Welled palettes to serve as circle template for roof  Work surface mat
 4”x12” template for slab wall  Saved Demo Work for Further Demo and Student
 Hardboard squares for work board PowerPoint presentation
 Paper towels Optional* Handout with examples and basic steps
 Water in cups at each table
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Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Example work
PowerPoint with examples, materials information, steps, and animal species, etc.
Possibly a printed handout to help students generate ideas

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Create an example piece

Photograph each stage of the building process
Create PowerPoint presentation
Assemble materials and tools
Roll slabs for each stage of process
Cut slabs to the correct size

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Students will be using a variety of standard and improvised clay tools during this project. The appropriate use and misuse of these tools and
supplies will be reviewed during each demonstration and discussion. No serious safety concerns exist.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

Talk about the permanence of ceramic art. Students often find this interesting and it appeals to history and science.
Students will be given the opportunity to experiment with the clay before they begin work. Most students are engaged by the material itself and
require little additional motivation.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

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How will you use your clay sculpture?
How will its purpose inform your design?
Will your clay house stand out or blend into nature?
How long do you think this art exist?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, information, Learning - Students will... i.e.: explore ideation by making connections, Time
understandings, etc. will be taught.) Identify instructional methodology. KNOW comparing, contrasting; synthesize possibilities for each painting technique; etc. (Be
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(Content) and DO (Skill) specific about what will be the intended result of the instruction as it relates to learning.)
UNDERSTAND
Students at their seats
Begin lesson with a PowerPoint and Discussion

Front Load Instruction

(Presentation will include Q and A for pre-assessment Pre-assessment and prior knowledge
and engagement)

Talk about lesson options 5-10

Understand objective
Talk about local toads

Talk about materials

Show the building process on screen

Students gather tools and materials at their table Preparation

5
Learn technique and process
Gather students at Table 7 for a short demo 5

Students complete first phase of construction Create 25

Remove bottle and seal tightly 5

Practical skill
Clean up 5

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Day
2 Quick PowerPoint Refresher Prior Knowledge 5

Preparation and Self-Direction 5

Students gather tools and materials
Materials and techniques 5
Demonstration
Create 25

Student work time 5

Practical skill
5
Seal up projects

Clean up

Day
3 Final Day Wet Clay
Prior Knowledge 5
Quick PowerPoint Refresher

Preparation and Self-Direction 5

Students gather tools and materials
Materials and techniques 5

Demonstration
Create 25

Student work time 5

Name on Work Responsibility

Clean up Practical skill 5

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Day Projects have been bisque fired high
4

Quick PowerPoint refresher and discussion Prior Knowledge and Engagement 5

5
Students gather materials Preparation

5
Demo on fired clay house
Materials and Techniques
Paint
Beads, sticks, string, etc.
20
Student work time Create

10
Written rubric completion Reflect

Clean up 5
Practical skill and responsibility

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will complete a short-written reflection and self-evaluation rubric. Rubric found at the bottom of this document and as a separate Word
File.

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Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

 Are students able to describe how raw clay becomes permanent  Did student describe how raw clay becomes permanent ceramic?
ceramic?
 Did student reflect on the art making process in writing?
 Are students able to reflect on the art making process in writing?
 Did student create a ceramic clay sculpture?
 Are students able to create a ceramic clay sculpture?
 Are students able to describe how art can serve a function?  Did student describe how art can serve a function?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

It is possible that I will not have the opportunity to teach this lesson to its conclusion with at least some of my fourth-grade students. One class is
almost ready to fire their work, a second will be ready during the next class, while a third has not worked with clay at this point. This is simply due
to scheduling conflicts that occurred before and during my time as a student teacher.
I am very pleased with how it has gone so far. Sue, my mentoring teacher, has also expressed an obvious satisfaction with my instruction and the
project in general. I contacted the Kinard art teachers to get permission, as this is a close adaptation of their clay houses project. Still, I have made a
number of changes for this lesson. My own comfort level with this project is high because of my prior experiences.
Some of the big takeaways from this project is that having students create a pottery project of this complexity creates a lot of logistical challenges.
I have been able to deal with them effectively, for the most part. As I noted earlier, I have two class periods with green work at this time. One
group is ready for the kiln. This was not deliberately, but teaching a pottery lesson, or other complex lesson, to two or more classes might be best
done in this staggered fashion. The way that it is working out, will make it possible to have work out of the kiln by the time the next group is ready
to be fired. This has also reduced the need for storage space. This has been a happy accident, but one that I may create in the future.
In order to create a learning opportunity in which students can develop their own creative solutions, I have focused my instruction on the use of the
materials and on the basic construction of the form. At all points in my instruction, I have encouraged students to pursue their own creative
interests. I have also regularly told my students that I will provide support for any variation that they can conjure. I think that this has been pretty
successful. I did initially warn students against some common mistakes. However, I have allowed them to make those mistakes and others. The
problem-solving process that has followed has created some interesting work and has sparked valuable and transferrable learning. I hope to revisit
this lesson when all the work has been completed. I did want to include these observations at this time while they were fresh in my mind due to the
protracted nature of this project.

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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 Name: Class Period:

Vocabulary Helper: Ceramic –Slab

Score and Slip - Plastic - Bisque

Exceeds Expectation
Criteria Proficient Developing
(3) Result
(2) (1)
• Most of the parts
• Parts well-made
remain attached • Some significant
and attached
Craftsmanship • Sculpture is structural issues
• Good design and
(Is it well made?) functional • Surfaces do not show
panning
• Surfaces are attention to detail
• Surfaces are refined
textured
• Paint is applied
• Paint is not applied
neatly and • Paint is applied
properly most of the
smoothly properly in most
Color and time
• Additive features cases
Adornment • Additive features are
enhance the • Additive features are
inappropriately used
function or structurally sound
or applied
appearance
• Student responses • Student responses • Student responses do
clearly explain adequately explain not adequately explain
Reflection
understanding and understanding and understanding and
learning learning learning

Use full sentences and help me know what you know and learned More Space of Back if Needed
1. What transformed your sculpture from clay to permanent ceramic art? __________________________
_____________________________________________________________________________________

_____________________________________________________________________________________

2. What purpose, if any does you sculpture have? _____________________________________________

_____________________________________________________________________________________

3. What is something about your work that you are happy with? _________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. What is one thing about your sculpture that you would like to have done better? ___________________
____________________________________________________________________________________
____________________________________________________________________________________
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