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STEPP Lesson Plan Form

Teacher: Ms. Fitzgerald


April
School:
CHMS
Content Area: Art

Date:
Grade Level: 7th & 8th

Title: Building a Clay Vessel


of 1

Lesson #: 1

Content Standard(s) addressed by this lesson:


Comprehend: Students comprehend words that are related to their interests,
hobbies, and lifestyle. The students follow step by step instructions while
incorporating their own ideas.
Create: Students create a clay vessel use the traditional clay slab building technique
while drawing and designing element for their clay vessel.
Reflect: Students are very reflective in picking out words that hold meaning to them
and reflecting how those words could be transformed into an image. After the
project the students reflect on their experience creating the vessel and the meaning
behind their symbol through writing an artist statement.
Transfer: Students transfer words into images and then transfer those images into
more simplified images. Students them combine the image to make a variety of
symbols and use one of the symbols to transfer to a clay vessel.
Understandings: (Big Ideas)
-

Historical references can be used to formulate new ideas

Simplifying images to their basic elements can be used to form new abstract
forms

Inquiry Questions: (Essential questions relating knowledge at end of the unit of


instruction, select applicable questions from standard)
Why would you want use a historical reference in art?
Why is it important to create your own images rather than using someone elses?
What is considered an art clich and why would we want to stay away from them?
How can a functional object be considered art?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can:
1. I can simplify an image to its basic form.
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STEPP Lesson Plan Form


2. I can combine lines and shape to make my own form.
3. I can explain how I am connected to my art.
4. I can organize my thinking to create a plan for a project.
5. I can create a clay sculpture using the slab technique.
This means:
1. The students can think about the critical lines and shapes that make up
and images form.
2. The student can problem solve on how to connect pieces in a variety of
ways.
3. The student is building literary skills by writing an explanation with
direct meaning.
4. The student can create a plan and use the plan as a reference
throughout the project
5. The student can problem-solve ways to overcome challenges when
learning a new technique.
List of Assessments: (Write the number of the learning target associated with
each assessment)
1. understanding that a picture can be simplified into a basic elements.
a. Using a guided worksheet to see their steps of simplifying their
subjects.
2. understand how to plan and organize ideas.
a. creating a template.
b. Measuring sides of slab cutouts
c. Sketching design
3. understand how to explain ideas and meaning of symbolism in artwork
a. a written up statement of how they came up with their symbol and how
they symbol reflects their personality and interests.

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STEPP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Approx. Time and Materials


How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be

Building a Clay Vessel


The purpose of this lesson is to introduce to students the different ways
of building with clay and how to create a form from a different
perspective (turning a round form into a flat form without changing its
basic elements). Students are critically thinking about 2-D and 3-D
forms and the critical elements that make up the form.
This lesson should be executed through about four class periods.
Materials will include
- Drawing utensils
- Paper
- Scissors
- Clay mat
- Clay and slip
- Clay utensils
- Glaze
I will start the lesson by introducing the project with examples and
explaining the technique they will be using is inspired from a technique
that is used to create pottery sold in a popular store.
I will you use a PowerPoint to explain where vessels came from, what
they looked like and how they were created. Using the PowerPoint I will
describe the different properties of clay and how we build with clay in
present times. I will then talk about brainstorming ideas for the project
using a guided worksheet.

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STEPP Lesson Plan Form


introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

I intend to engage the students thinking during the anticipatory set by


asking some of the inquiry questions and creating a personal symbol
that reflects who they are and their interests.
Having a connection to their art with a contemporary artists work in a
store that they recognize will possibly give them motivation. Having a
personal connection to the design of their artwork will encourage a
deeper meaning and investment into the piece.
1. Greet class and introduce project
2. Share Power Point
-ask inquiry questions
-talk about history of clay vessels
3. talk about how functional objects can be considered art
-show glazed mug
-point out painted stools
-point out iPhone cases
- Romans used certain geometric pattern that is easily associated
to them, you are creating a logo that can be easily associated to
you.
4. Introduce symbol/logo worksheet
-go through steps and create an example
-have students create an example as a class
-handout worksheet
5. When students are done with worksheet introduce picking out a
shape for their vessel and creating a template.
- demo an example, fill in template with symbol and designs
6. Show PowerPoint on clay properties and discuss how to build the
clay vessel.
-demonstrate building the vessel to the class.

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STEPP Lesson Plan Form


7. Explain and talk about glazes.
-demonstrate glazing
8. Have students do a write-up on how their symbol reflects them and
how they incorporated elements of their symbol in designs throughout
their piece.
How do you intend to engage your
students in thinking during the
PROCEDURE?

During the procedure I intend to engage their thinking through showing


successful outcomes and unsuccessful outcomes. I am going to
challenge them how to incorporate elements of their symbol into the
full design of their vessel.

Why are you using it at this point in


your lesson?

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?

To close the lesson I will have the students do a write-up on how the
symbol reflects them and to describe the vessel.

To engage the students I will ask the do describe the different images
that are resembled in their symbol and how the image connects to
them.

Why are you using it at this point in


your lesson?
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STEPP Lesson Plan Form

Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment

To differentiate the lesson for a student with special needs I would have
them create a box shape.

Rubric and guided worksheet.

How will you know if students met the


learning targets? Write a description of
what you were looking for in each
assessment.
Name:

Date:
Advanced 4

Proficient 3

Partially Proficient

In Progress

Explores materials,
formulates ideas, and
clearly documents.
Clearly
communicates/express
es intended meaning.

Explores
materials,
formulates ideas,
and somewhat
documents.
Clearly
communicates/
expresses intended
meaning

Attempts to
explore materials,
formulate ideas,
and communicate/
express meaning.

Shows perseverance
and engagement in
creative process.
Demonstrates

Shows some
engagement in
creative process.
Demonstrates

Shows minimal
engagement in
creative process.
Attempts to

Scoring
Criteria
Planning
& Ideation

Explores materials,
formulates ideas,
and clearly
documents. Clearly
communicates/
expresses intended
meaning in
complex and
inventive way.

Creation &
Exploration

Shows independent
perseverance and a
high level of
engagement in

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PreScore

PostScore

STEPP Lesson Plan Form

Reflection
&
Connection

creative process.
Demonstrates
sophisticated
experimentation of
materials and
techniques.

competent
experimentation of
materials and
techniques.

basic
experimentation of
materials and
techniques

experiment with
materials and
techniques

Thoroughly
analyzes, evaluates
and communicates
personal
connections with
works of art and
ideas using the
language of art.

Analyzes, evaluates
and communicates
personal connections
with works of art and
ideas using language
of art.

Begins to analyze,
evaluate and/or
communicate
personal
connections with
works of art and
ideas using the
language of art.

Attempts to
communicate
personal
connections with
works of art and
ideas.

Total
Score

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STEPP Lesson Plan Form

Post Lesson Reflection


1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The students successfully achieved the technique of slab building with
clay. They also successfully achieved completing the think sheet in
creating their own personal symbol. The students were able to
thoroughly explain their creative art experience and meaning behind
their artwork in writing an artist statement.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
If I could do this lesson again I would break down the step and
requirements day by day instead of all at once. I would also be more
through in overviewing previous steps for those who are working
slower. I would also be more on top managing clean up and how things
are being put away.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
For the next lesson I would broaden the choice for students now that
they know the basics of slab building. I would give them a prompt and
have them choose what they make in the slab building technique to go
along with the prompt but they could challenge themselves to their
ability.

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