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#1/#1 Name: Samantha Butkus

DAILY PLAN

Lesson Title: Clay Monsters Grade Level: Second/third

Skills:
- Students will demonstrate an understanding of the safe and proficient use of
materials, tools, and equipment for a variety of artistic processes (VA: Cr2.2.3)
- Students will categorize artwork based on a theme or concept for an exhibit
(VA: Pr4.1.2)
- Students use learned art vocabulary to express preferences about artwork
(VA: Re9.2.2)

Overall Lesson Objective:

- BIG IDEA from Social Studies Standards: People, places, and environments
Based on where your adventure is taking place, create the type of monster you would
encounter. What type of climate does your environment have? Does this affect the
texture of the monster? How does the type of skin that reptiles have help them live in
more desert-like environments? How could you depict that texture?

Blooms Taxonomy of Educational Objectives:

Technical Skill:
After discussing the definition of texture as well as the techniques used to achieve
said textures, students will incorporate three different textures to create a monster out
of clay.
Formal Qualities:
Students will create preliminary sketches on two different types of monsters that may
be encountered while on their adventure. Upon completion, the students will consider
which monster they will create a three-dimensional rendering of with clay.
Conceptual Complexity:
Students will consider the environmental factors of their adventures in order to create
textures that would not only add visual qualities, but would connect to the areas they
have depicted. Students will create clay monsters that will correspond with the
environments where their adventures take place.

Daily Objectives/Essential Question/Academic Language:

How might the climate be in the environment you chose to depict as an adventure?
If your adventure has taken place in the mountains, how might the animals there look?
What textures would they have? How would their skin help them survive?
Considering the question above, what textures would your monster have?
Using clay, how could you create a soft, furry texture? What tools would you use?
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What happens if we use too much water? Not enough? How do we use water to attach
other clay pieces on?

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

HIGH MEDIUM LOW

PERFORMANCE PERFORMANCE PERFORMANCE
Student has Student has Student has only
OBJECTIVE 1 successfully created thoughtfully created at created one texture
Technical Skill three different textures least two different onto their monster
with clay. textures with clay. with clay.

Student has created Student has created Student has not

OBJECTIVE 2 two preliminary one preliminary sketch created any
Formal Quality sketches for a monster for a monster to use a preliminary sketches
to use as a guide when guide when working to use as a guide.
working with clay. with clay.
Student has Student has created a Student has not
OBJECTIVE 3 thoughtfully created a clay monster that created a clay
monster to correspond corresponds with a monster that
Conceptual
with the environment environment they have corresponds with any
Complexity their adventures take depicted in other adventure they have
place. sketches, not what they depicted.
have depicted on their
Journal Covers as a
final product.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-PowerPoint
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Art Materials Necessary for the Lesson:

o Clay
o Cups for water, paper towels
o Clay boards

o Clay tools / impressions
Teacher Activities
Introduction:
As students are walking in, they will be
prompted to begin their preliminary sketches of
two monsters they could encounter while on
their adventures.
The teacher will show the PowerPoint for the
day. The teacher will offer the rhetorical
question, where have we gone on our
adventures? The teacher will then have images
of the students work displayed for each one to
describe. The teacher will then display works of
another prior assignment where the students
create marionette puppets of the sidekicks they
would bring.
Development:
The teacher will show examples of monsters
from different movies, and will ask the students
to decide how each monsters skin would feel.
Afterwards, the teacher will ask the students to
describe or define texture.
There will then be a demo on how to achieve
different textures using tools and impressions,
as well as how to attach more clay pieces by
scoring. The teacher will emphasize the use of
water and how to avoid creating produces that
are too dry and too wet.
The teacher will dismiss the students to first
practice creating three different teachers. After
each student has completed this task, they will
begin the process of creating their monsters.
Conclusion:
The teacher will ask the students to remind the
class what a texture is. There will also be
volunteers to describe the textures they created
as well as the techniques applied to create each
one. The teacher will then encourage the
students to walk around and view their peers
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Student Activities
Students will brainstorm different monsters
to depict in their preliminary
sketches. They will consider the
environments they have depicted
their adventures in to guide them as
they create their monsters.
As students are trickling in, their peers will
describe the task for that morning to
each other.
Students will describe the works they have
created already. Students will observe
and critique their pieces in a different
context (as a critique rather than as a
work in process).
Students will analyze the different textures
they observe.
Students will learn how to handle the
medium through observation.
Students will have analyzed a variety of
textures before evaluating which ones to
create.
Students will facilitate a review of the lesson
by discussing techniques used to achieve
different textures. Students will also observe
pieces of work in person instead of through
pictures.
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work.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

When I think about what I would want to enhance for this lesson, my mind goes straight to the
demonstration. I should have created a list of techniques I wanted to show my students so that
they not only are being aware of what we need to get through as a class, but so that I do not
miss any important pieces of information. At the time, I forgot to mention coil techniques and
how to score pieces together, so I ended up going to each table to do a mini demonstration.
While this gave a more personable experience, it was time consuming.

Another thing I wanted to change for this lesson would be to enforce the objective of creating a
monster that followed this theme of the environment the students depicted their adventures in.
There was a good number of students who really did stick to it, but I feel like there were some
who created monsters that did not connect to their adventures.

Lastly, I need to get into the habit of writing the objectives for the day in a visible area. I do not
do this consistently. I feel like this really helps the student to not only create successful images,
but it to encourage to go above and beyond.