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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Segyo Oh

Date
May 29, 2015
Subject/ Topic/ Theme Sgraffito Platter Project
I. Objectives
How does this lesson connect to the unit plan?

Grade _____Ceramics 1/2

Demonstration for the glaze process is shown and they will do it themselves.
cognitiveR U Ap An E C*

Learners will be able to:

R, U, Ap
U, Ap, C
Ap, C
E, C

Apply two coats of glaze


Scratch out their design
Transfer design from their newsprint to their bowls
Trim their bowls and finish off the bowl borders

physical
development

socioemotional

+
+
+
+

Common Core standards (or GLCEs if not available in Common Core) addressed:
VA: Cr1.1.IIa: Individually or collaboratively formulate new creative problems based on students existing artwork
VA:CR1.2.IIa: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art
and design
VA:CR1.2.IIa: Choose from a range of materials and methods of traditional and contemporary artistic practices, following or
breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept
VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions
for works of art and design in progress
(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.

Understand the difference between the LUG glaze and PET glaze application
Pre-assessment (for learning): Take their bowl off the white plaster mold

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Apply two coats of the glaze


Formative (as learning): Draw a lot of their design onto their plate with pencil or engrave it
Summative (of learning): They have the design scratched off the plate

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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

Instructional sheets and instruction


on website

Standing up to get the tools and


their bowls.
They can use their computer to look
at the information and also to look
up a design.
Provide options for expression and
communication- increase medium
of expression

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
Defining LUG glaze

9-15-14

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
They are able to design the top of
the bowl as they wish
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

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

To have the design drawn out


on the
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

LUG glaze colours: black, navy blue, sky blue, turquoise, burgundy red, and green
Wifi, their computers, design, the two slabs that are greenware to show them how much glaze to put
on, (one slab that is covered with glaze and one that isnt), a loop tool and x-acto knife, paper design,
pencil

How will your classroom


be set up for this lesson?

The same as normal: but for the first 15 mins of class they will stand around the demonstration table

III. The Plan


Time
10:30

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Today I will teach you how to put on LUG glaze
and also how to trace your image onto your bowl
The students are sitting or standing around the table
after it has been leveled out.
I am demonstrating on.

10:32
10:33

Development
(the largest
component or
main body of
the lesson)
10:50
10:51
11:10

11:15
11:16

9-15-14

First, you will put on the LUG glaze. (Show them


putting the glaze on the greenware slab). Wait after
you put on one coat until you put the second coat
one). Dont put on many coats as you have been
putting with the other glazes. So with this glaze put
in two coats. Next, you can carve out your design
with an exacto knife or loop tool. There are many
ways to trace your design onto the bowl. It is
difficult to know how to free hand it since it is a
spherical shape. You can also put the paper design
over the bowl by tracing over with a pencil and it
will come through onto the bowl. You can even put
texture onto the white areas as well as to the colour
area. So when you get your bowl, you can trim the
top. You should try to design the bowl other than
just the cutting it.
The students will carve the top of their bowl.
Design the rim.
They will put two coats of glaze on their bowls.
They will transfer or freehand their design on their
bowl.
They will start to carve out the negative and
positive spaces on the design.

11:50

Closure
(conclusion,
culmination,
wrap-up)

Make sure that the top of your bowl is as level as


possible. Put away your bowls upstairs. Good
work!

The students are cleaning up and going upstairs to


put their bowls away.

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.)
When I taught this lesson, I realized my weakness in my voice. Having a teachers voice is a constant challenge for me. I dont want
to shout at the students, but having a loud voice doesnt necessary mean to have a shouting voice. Since I didnt write out every word
I was going to say, I wish I had practiced saying words and sentences. In an art class, I realize that it is difficult to clearly say things
in the best syntax.

9-15-14