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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date :

Segyo Oh
April 20, 2015

Subject/ Topic/ Theme : Sgraffito Platter Project

Grade : Ceramics 1

I. Objectives
How does this lesson connect to the unit plan?
The students will be grading themselves, to evaluate how they did.
cognitiveR U Ap An E C*

Learners will be able to:

R, U, E

Grade themselves according to the rubric

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
VA:RE9.1.IIIa: Construct evaluations of a work of art or collection of works based on differing sets of criteria.
(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.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):


Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

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


Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Rubric will be read out loud.


Rubric will be printed out for
students. It will also be posted on
the class website.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Have students go around and ask


friends what they would grade them
in a certain section.
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

The students are evaluating


themselves.

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

2 rubrics printed for every student


Sgraffito platter plates done by students
Pencils and erasers
Projector

How will your classroom


be set up for this lesson?

The same as usual. But have the rubrics on one of the tables so the students can come and get it.

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.
Good job with your sgraffito projects. I am happy
of the results and the work you put in.

The students will come in and sit at their tables.

Today we are going to grade your sgraffito platters.


I want you to grade yourself to see how you did. I
want you to understand where you could improve
and what you think you could have changed. At the
bottom of the page write a reflection after having
done this project. Tell me if you enjoyed the
project, or disliked it. What were the parts that you
liked? What were the parts that you disliked? Was
it the brainstorming part, or the carving part? Did
you find a hard time designing the feet to match the
bowl?

The students will be sitting and listening.

After you are done with your rubrics put it on top


of your sgraffito platters on the white table.

The students wrap their projects and put the rubrics


on top. They place their projects on the white table.

10:35

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

11:00

Closure
(conclusion,
culmination,
wrap-up)

11:10
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.)
I saw how Mr. Quist made the rubric. However, I didnt see how he made this units specific rubric. But he told he what a bad rubric
was and what a good one was. I would have made the bad rubric that he showed me, without his help. A bad rubric was one where
the criteria under each number wasnt explained and just had the numbers.

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