Plymouth-Canton Community Schools: Lesson Planning Template Teachers Name: Sarah Koch (Craig Linderman) – High School Visual Art Grade: 9-12 Unit/Lesson Title: Ceramic Relief Tile Project Day/Date(s): Week of 11/28, 12/05, 12/12 ; 9 class sessions Bloom’s Taxonomy Alignment to State of MI Visual Art GLCE’s ART.VA.I.HS.5, ART.VA.III.HS.4, Create Evaluate Analyze Apply Understand Remember ART.VA.IV.HS.1, ART.VA.II.HS.5 KUD Knowledge: Ceramics are often used as a medium to create different types of architectural reliefs. Understand that: Ceramic clay tiles are used in architecture to create low, medium, and high reliefs Do: Students will create ceramic relief tiles choosing low, medium, or high relief. Students will use the following Elements and Principles of Design in their project: Elements Texture, Form, Space Principles Contrast, Unity, Connection to Art History: Students will learn about ceramic relief tiles in relation to architecture & art history Assessment How are you collecting evidence of student understanding? How are you using that information to inform your instruction? Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit Tests, Quizzes, Essays, Exit Cards, etc. Pre-assessment/Introduction: Students will be introduced to the lesson by watching a PowerPoint Presentation about Ceramics & Ceramic Relief. Students will answer questions about what they think “relief” means and what materials are used to create ceramics in a class discussion/assessment of prior student knowledge. Outlined fill-in-the-blank notes will be handed out to students to write in & follow along for the introductory PowerPoint presentation. Discussion of the different types of ceramic reliefs & examples, how we will create our project (materials used & lesson steps), student examples, practical applications/careers, concepts of the project (elements & principles), and grading criteria. Summative Assessment: At the end of the lesson, students will fill out a written self-evaluation that assesses their understanding of the lesson as well as a self-evaluation grading rubric. Students will participate in an anonymous critique by writing 3 positive comments on sticky notes and putting them near other student’s project. We will have each artist read the positive comments out loud to the class. Instructional Learning Plan How will the lesson support student acquisition, meaning-making and transfer of content knowledge, understandings and skills? Learning Activities: (Brief summary & description of how you will orchestrate instructional best practices during this lesson to ensure student understanding i.e. Differentiated Instruction, Marzano, National Board Core Propositions etc.) Session 1: Students will be introduced to the lesson by watching a PowerPoint Presentation about Ceramics & Ceramic Relief. Students will answer questions about what they think “relief” means and what materials are used to create ceramics in a class discussion/assessment of prior student knowledge. Outlined fill-in-the-blank notes will be handed out to students to write in & follow along for the introductory PowerPoint presentation. Discussion of the different types of ceramic reliefs & examples, how we will create our project (materials used & lesson steps), practical applications/careers, concepts of the project (elements & principles), and grading criteria. Session 2: I CAN statement posted on board. Show class clay relief tile examples, discuss what examples work and why. Students will be verbally quizzed about what type of reliefs they are. Class demonstration of where to find project materials in the classroom and what they are used for. Class demonstration of how to make ceramic relief tile and other ceramic building techniques. Students will create 3 thumbnail sketches of their ceramic tile ideas with detailed information about what kind of relief they will be, texture, subject matter, etc. Session 3: I CAN statement posted on board. Students will have their 3 thumbnail sketches looked at and their final idea approved by the instructor at the beginning of class before moving forward with their project. Ceramic Tile project requirements posted on board. Students will gather project materials and begin working on their ceramic tile. Instructor will walk around classroom and assist students as needed. Session 4: I CAN statement posted on board. Ceramic Tile project requirements posted on board. Students will continue to work on their ceramic tile. Instructor will walk around classroom and assist students as needed. Session 5: I CAN statement posted on board. Ceramic Tile project requirements posted on board. Students will continue to work on their ceramic tile. Instructor will walk around classroom and assist students as needed. Session 6: I CAN statement posted on board. Ceramic Tile project requirements posted on board. Students will continue to work on their ceramic tile. Instructor will walk around classroom and assist students as needed. Session 7: I CAN statement posted on board. Ceramic Tile project requirements posted on board. Students will finish working on their ceramic relief project. Students will let their clay projects air dry completely before they will be fired in the kiln. Projects will be due by the end of class. Session 8: I CAN statement posted on board. Students will paint their ceramic relief tile with watercolor after they are fired in the kiln. They will later will be sealed so that the watercolor paint does not come off. Session 9: I CAN statement posted on board. Students will fill out a written self-evaluation that assesses their understanding of the lesson as well as a self-evaluation grading rubric. Students will participate in an anonymous critique by writing 3 positive comments on sticky notes and putting them near other student’s project. We will have each artist read the positive comments out loud to the class. Lesson Closure: At the end of the lesson, students will fill out a written self-evaluation that assesses their understanding of the lesson as well as a self-evaluation grading rubric. Students will participate in an anonymous critique by writing 3 positive comments on sticky notes and putting them near other student’s project. We will have each artist read the positive comments out loud to the class. Instructional Resources/Materials/On-line Students will watch the PowerPoint presentation on the smartboard as an introduction/pre-assessment to the lesson. Stoneware clay, rolling pins, cardboard/blinds slats, clay slip, canvas, clay molds, pencils, paint brushes, saran wrap, masonite boards, plastic bags, and carving/cutting tools will be used in the project. Extended Learning (Homework) Not applicable Lesson Accommodations (Special needs and gifted) Special needs students struggling with using the carving tools appropriately and working with the clay will receive additional help and demonstration of how to use the materials correctly/appropriately. Hand over hand technique may be an accommodation for special needs students or for students who require it to progress in their project. Gifted students may carve and draw more complex details for their ceramic relief tile projects. Gifted students can work on more ambitious ceramic relief tiles with instructor’s approval. What will you do if students do not understand? Provide one-on-one guidance to individual students or have students engage in peer support/sharing. Students who finish their projects early or who understand the lesson will help other students who are struggling in their project. I will repeat the demonstration of the lesson with step by step directions and visuals if needed. I will show students how to do something rather than just telling them how to do something. .