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Lesson Plan Design

Subject: Ceramic Grade: 9-12 Lesson Topic: Actual Texture

Candidates Name: Lauren DeCaprio ID # 023458612
Site Supervisor: Jen Skruba____________ Supervisor: Shirley Rehkopf
Date: April 21, 2016

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),

rationale, focus learner, create bridges from past learning, behavior expectations)
.
Grades 9-12, Ceramics 2 Rationale:

Skills, Processes, Materials, and Tools
2.1 Solve a visual arts problem that
involves the effective use of the
elements of art and the principles of
design.
Solving visual problems in art is a required
sill that will enable all students to increase
their awareness of how to use the elements
and principles of art in their own art pieces.
In this lesson, the element of line is being
discussed and practiced on their current
pinch pots.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?

How will you measure mastery of the outcome?)

Students will be able to understand Rationale:

actual and visual texture as it relates
to art and design.
Students will be able to use a found
object to create your own texture.
Students will be able to view a
variety of textures from different
tools and objects.
Students will be able to be able to
describe and define texture.
Texture, like any of the elements of art, can
enhance and support the artist's concept
behind the work. Some artists use texture
as a major influence on our response to the
work. In any work of art, however, texture
can draw us in so we spend more time with
the work. It is important for students to
understand texture as it will help them in
ceramics and other art classes.
 3. Pre-assessment Activity: (Determine students abilities to achieve the learner
outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )

I will start class by standing at the door and
handing all students an object from the
texture box. They will be instructed to hold
this piece for future use.
I will begin with a PowerPoint that offers
pictures as reference and ask students
questions as we begin the presentation.
Visuals will be available through the
PowerPoint and video exercises as well as
in the activity.
Rationale:
Using photos will allow the students to
have a visual to bridge their prior
knowledge. The PowerPoint will allow
students to read the material if they are
visual learners and hear the information if
they are audial learners.
Video will allow students to watch what is
expected of them and show a video
representation of the days lesson.

We will watch a short video to show what

the activity will include.

https://www.youtube.com/watch?v=Plkz3O
PqUcI

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)

Low Achieving students may use a simple Rationale:

tool if need be but should not have trouble
with this activity.
High achieving students can do a more
complex design for their texture sample.
They can also make an additional samples
All students should be able to complete the
activity because it is low impact and not
difficult. It is practice and should be fun.
High Achievers may find it easier to work
in more detail, feel comfortable and inspired
if they have more time and want to to do more work.
practice the skills.
EL students will be able to see visuals,
EL students can refer to the Powerpoint observe their peers, watch the video for
and video tutorial on MyConnect and use support, and have additional time as needed.
any variety of translation apps as
necessary to complete the assignment.

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)

Internet Rationale:
Powerpoint These are all materials that are used for line
Video weight for clay. There are a variety of
Clay materials for all levels of students that are
Texture Tools accessible and easy to use. Students who
have a higher level of skill can choose the
harder techniques which require more skill.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model,

demonstrate, check for understanding)
Students are greeted at the door with each student grabbing a texture tool.
Students are instructed to hold on to their tool until instructed.
Students are asked to close their eyes for a minute to listen to a story to get their
mind set on texture and how it is a part of our everyday lives.
Students will be guided through an interactive PowerPoint video to describe and
define texture.
Students will watch a short video describing the activity we will be doing as a
group.
 Students will each get a ball of clay and practice with the tool given a repeated
texture.
Students will do a gallery walk to observe the different textures that have been
discovered.
Students will return to their seats to close the lesson.
Students will work on their animal head projects for the remainder of class.

Check for Understanding: Rationale:

Through observation I will be able to Through listening and observation I will
determine if the students are grasping the be able to see what the students are
concepts of texture. doing and work directly with them to
Students will be able to show me their texture help them with mastery.
samples during our gallery walk. By walking
around and checking in with them I can guide
them accordingly and assess understanding.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)

Check for Understanding: Rationale:

Students will be creating their own textures with
given objects to be able to produce their own
texture sample.
Students will do a gallery walk to see a variety of
textures that are successful and/or unsuccessful.
By viewing peers work, students
may be able to see other techniques
and what works and doesnt work.
By walking around the classroom, I
am able to offer one-on-one
assistance and re-teach as needed.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)

Check for Understanding: Rationale:

Students may take notes if they like or revisit the The students will be creating their
video tutorial on MyConnect for refreshing. pieces and through that process will
Students may practice with additional clay until be able to practice the techniques.
they feel confident working on their pinch pot.
 9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)

I will assess the students learning by viewing the Rationale:

texture samples during the gallery walk.
Observation will give me most of
the information I need to decide if
I will push high achieving students to use more
the students were successful in their
challenging techniques or more detailed textures.
tile project.
I will encourage the low achieving students to use
more simple techniques that will allow them to
manage their time appropriately and have success
in the project.

Greg Carlson- Greg is an IEP student with a heart

of gold but his motor skills can be lacking at times.
This activity should not be difficult for Greg since
it is an exploration activity that cannot fail.

Valeria- ELL student who hasnt shown any need

for modifications in ceramics but I continue to
check with her for any help she may need. I sat her
next to Ryan Dafoe, my high achiever and he has
been very helpful to her in class.

Daniel Kermani- Back table, tends to be talkative

and disruptive. I have a spot ready for him at the
front table if he cannot pay attention to the lesson
or causes any issues.

10. Closure: (Describe how students will reflect on what they have learned.)

After doing the gallery walk, we will discuss our Rationale:

findings. I will redefine texture to make sure all
By discussing the texture samples
students understand the definition. We will talk
as a class we can learn from one
about successful textures and unsuccessful
anothers experiences, see many
textures.
different samples, and discuss the
overall success of the project.
Additionally, I will be able to ask
questions and assess if the students
 were successful in learning the
material.

11. Lesson Reflection/Assessment: (Collect student learning data to determine:

What went well? What needs to be changed? Were learning outcomes met? What
activities will you add, change, modify in the future? What can be done to follow up
on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)

N/A