Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Velzen
fall 2016

Subject/ Topic/ Theme

(wedging and tools)

ceramic game pieces

Grade ___7th_________

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson of the unit. It will introduce the most basic (yet important) clay knowledge: wedging and tools.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to wedge pugged clay and pass the wire test (no air pockets!)
Students will correctly identify ceramic tools by name and function by observing and then labeling them

physical
development

socioemotional

X
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan Common Core standard one:
ART.VA.I.7.1 Understand the varying qualities of materials, techniques,
media technology, and processes at an emerging level.
ART.VA.I.7.2 Understand the concept of proper use of art materials and
using tools safely and responsibly at an emerging level.
ART.VA.I.7.3 Demonstrate the use of successful visual vocabulary at an
emerging level.
Standard two:
ART.VA.II.7.3 Collaborate, communicate, and work with others to create
(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.

Basic experience with clay in younger grades

Pre-assessment (for learning):
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

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

Formative (as learning):

Students will be wedging immediately after it is introduced

Allow students to remind the class what happens if air bubbles go through the kiln
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
There will be a slide show if the
main points, demonstration at the
front table, and a hand out sheet of
notes
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Tools will be shown as physical

object and printed image

9-15-14

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will be wedging
themselves, not just hearing about it

Provide options for expression and

communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
One student can volunteer to scoop
the clay first

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Working in pairs allows students

to teach each other details they
notice/experience from practice

Provide options for comprehensionactivate, apply & highlight

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

How will your classroom

be set up for this lesson?

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

I will walk around to answer

any questions or give further
instructions to those struggling

Students will be in pairs and can

take their down time to observe
their classmate or ask questions
if they have any

Reclamation bin of slip material

Clay dust
Wedging stone or table top
Clay tools: rubber/wooden/metal rib, loop (small and large), needle tool, sponge, cutting wire, wooden
modeling sticks, mats/burlap
Printed image (with labels) of tools
Sketch books
Burlap or mats at each table
One slip cup per table
One of each tool at each table
Wedging stone at front table with reclamation bin and clay dust near by
Sketch books at each work station

III. The Plan

Time

Components

9:05

9:07
9:09

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.
Once attendance has been taken, I will gather
Students will sit in assigned seats
students around the front table
-first ring of students sitting in stools
Students will join me at the front table
-second ring standing around stools
Students will have opportunity to show what they
I will ask students if they know the official names
already know (if anything) by raising hand and
or functions of any tools
telling the class
I will pass out tools handout which shows image
and name of each tool

9:17

9:18

9:199:24
9-15-14

I will, using a small block of clay, show the

function of each tool via demonstration:
Needle tool=scoring, poke holes
Loop=carving
Modeling stick=detail work
Sponge=smoothing, cleaning
Ribs=smoothing, cutting
Cutting wire=cut large sections of clay *teacher use
only!

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

Students will observe, they many chose to jot notes

on tools form

I will ask for a student volunteer who doesnt mind

getting their hands extremely dirty
-I will call on a willing and responsible student to
scoop clay out of the bin and onto the stone in front
of me

One student will scoop clay on to stone while

others observe. Chatter will likely happen because
this is a messy and fun task even to just watch

I will wedge the clay, telling the students the steps

as I go:

Students should be watching carefully

9:249:36

-scoop wet clay onto stone

-spread evenly, careful not to push it off the edges
-sprinkle a small amount of clay dust into the
center of the wet clay (no more than approx. 1C)
-fold the edges of the wet clay on top of the dust,
working extremely slowly so that no dust flies into
the air
-once the dust is evenly distributed, add more dust
to the center and repeat all the above steps
-Once the clay has solidified a bit from a few pours
of dust, it will be easier to mold. While wedging,
use both open palms to move clay:
--lift clay up off stone on edge furthest from your
body
--fold over center of stone, overlapping it with clay
--using heels of palms, push clay away from body
--it went help if you stand, using all body weight
(this is a work out!)

This will be a quiet time for students to observe but

they are welcome to ask relevant questions as we
go.

I will pause here to send the students back to their

seats. A small amount (approx. 2C) wet clay will be
scooped out to pairs of students.

Students will return to seats, moving to form pairs

if needed

In pairs or groups of three as needed, work

together to wedge the clay. On person pour the dust
while the other wedges. Trade off jobs each time
you add more dust.
-continue for as many pours of dust as it takes until
the clay is an appropriate density and moisture

9:36

Once you think your clay has reached the correct

consistency, call me over to do the wire test. The
goal of wedging clay is to create usable clay that
will be kiln safe. Can anybody explain to me why it
is important that our clay is free of air pockets?
-answer: air pockets will explode if fired in the
kiln!
-at this point my clay should be wedged and ready
to be wire tested. I will use the doc cam to show
the students exactly what this means:
once your clay is the perfect consistency, it should
also be free of air bubbles so that we do not have
an explosions and lost art. After wedging, clay
must be cut down the middle with the wire tool.
After cut, gently bend the freshly cut edge to
expose any signs of air pockets.
-if no pockets, you are now free to use the clay
-if ANY pockets, re-wedge the clay and wire test
again. Repeat until it is free of air
now, even if you are not done wedging, set your
clay aside and go wash your hands at the sink. I
will be picking up clay after class
As students wash hands, I will pass out notes sheet
of tools which includes:
-image
-name
-function

9-15-14

Student will, working together in pairs/threes,

wedge the clay

Some students will likely think they are finished

before their clay is actually dried out enough
Students will raise hands to answer the question

Students will leave clay on mats and go wash their

hands

9:489:58

Closure
(conclusion,
culmination,
wrap-up)

Once all students have returned to seats, I will

begin showing the tools from the sheet (all info
located on their handout)
I will tell the kids there will be a small quiz on
these for their next class
you may store the notes in your sketch book or
take them with you to review for the quiz

Student will not need to write on sheet but can

examine actual tools set out on table as they are
each defined

Tuck in your stools and have a great day

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 did not teach this lesson at Grand Rapids Christian Middle School because they do not have a reclamation bin to reclaim
hardened clay. They buy all new clay and dispose of any scraps.
I prepared this lesson first since it was the first in the unit. I learned a bit while I was writing my other lessons though that
helped me come back and edit this one. I was able to revise my first lesson after writing the rest of the unit because I wanted
to be sure it fit in and was well organized. If I do ever get a chance to teach this, I will have to experiment with how much wet
clay the students will get to wedge. The process of wedging can take a while so I will have to be sure it will fit into however
long that class period is.

9-15-14