Lesson Plan Title:__________________​Oceanic Pinch Pots​_______________ Length:_________________________________

Pre-Assessment:
This will need to be done prior to teaching your lesson. ​Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

I will ask students questions during the first presentation, as well as the first few days to gauge what they know, what they remember, what they
think, etc.

Performance:
What will students accomplish as a result of this lesson? ​This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

Using everything they have learned about clay building, landscape, and colors, students will create an oceanic creature out of pinch pots! Students
may choose any creature they want, as long as they find a way to tie it in with the classic pinch pot shape. Students will get the chance to glaze
their piece as well, to make it look like a real oceanic creature!

R - Creator
A - Teacher, peers, family
F - Pinch pots
T - Oceanic Creatures

Concepts:
List the ​big ideas​ students will be introduced to in the lesson. ​These ideas are universal, timeless and transferrable​. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation ​Look for concepts in the standards, content
specific curriculum, etc.

Expression
Line
Style
Movement
Shape
Technique
Observation

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Enduring Understanding (s):
Enduring Understandings ​show a relationship between two or more concepts​; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Using observation, students will be able to develop creative ideas for their pieces.

In order to create a successful piece, students will utilize line, style, movement, and shape

Using technique, students will understand how to create pieces with expression.

Standards: (All lessons should address all standards.)

1. Observe and Learn to ​Comprehend
2.​ ​Envision and Critique to​ Reflect
3. Invent and Discover to ​Create
4. Relate and Connect to ​Transfer

Objectives/Outcomes/Learning Targets:
Objectives ​describe a learning experience​ with a​ condition → behavior (measurable) → criterion. A
​ ligned to: Bloom’s – Standards – GLEs - Art learning.
Should be written as:​ Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____)

Using the pinch pot technique, students will create oceanic creatures out of clay. (Bloom’s: Create, apply - Standard: Create - GLE: Utilize media in traditional and inventive
ways to communicate personal intent. - Art learning: pinch pots)

Students will gather inspiration from a presentation and use it to create ideation. (Bloom’s: analyze, apply - Standard: Transfer, comprehend - GLE: Synthesize researched and
visual information to imagine, inform and plan possible next steps in personal artmaking. - Art learning: Ideation, inspiration)

Students will create pinch pot ocean creatures based on personal interest and personal voice as a young artist (Bloom’s: Understand, create - Standard: Create - GLE: Investigate
ideas of personal interest to plan and create works of visual art and design. - Art learning: planning, voice)

Students will fill out reflection sheets based on comments left by their peers. (Bloom’s: analyze, evaluate - Standard: Reflect - GLE: Interpret and evaluate personal work and
the work of others with informed criteria - Art learning: reflection)

Differentiation:
Explain ​specifically​ how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. ​Students must still meet the objectives​.

Differentiation: Access​ ​(Resources and/or Process) Expression​ ​(Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)

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Extensions for depth and complexity:
- Students may choose any orientation for their pinch
pot creatures
- Students may choose which creature to make,
allowing them to choose a creature with a somewhat
simpler design
- Students may wear gloves if it is uncomfortable for
them to touch the clay
Access​ ​(Resources and/or Process)
- Students may choose which creature to
make, allowing them to choose a creature
that is somewhat more complex
- Students may choose which creature to make, allowing
them to choose a creature with a somewhat simpler
design
Expression​ ​(Products and/or Performance)
- Students may choose which creature to make,
allowing them to choose a creature that is
somewhat more complex

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson ​and describe how literacy is integrated into the lesson.

Pinch pot
Glaze
Ocean
Creatures
Firing
Bisque
Scour and slip
Sgraffito
Mishima

Literacy will be integrated through mini-lessons. That way, students learn the new vocabulary, but are not forced to sit and listen for longer than
5-10 minutes at a time

Materials:
Must be grade level appropriate. ​List​ ​everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) ​List all materials in a bulleted format.

low-fire paper Clay

Slip
Glaze
Ceramic tools (forks, loop tools, sponges, straight edges, wooden tools, plastic tools, etc)
Ziplock bags

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Resources:
List​ ​all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. ​Make reference to where the material can be found.​ (These are the resources used by the teacher to
support/develop the lesson.)​ List all resources in a bulleted format.

Students will be shown a presentation about other oceanic pinch pots. In order to help them ideate, students will also be shown many examples of
animals from the ocean, so they have something to work off of. The pot examples will be shown in a presentation, sea creature examples will both
be shown in the presentation, as well as printed and handed out to all students so that each have their own reference sheet for ideation. Presentation
link:

Preparation:
What do you need to prepare for this experience? ​List steps of preparation in a bulleted format.

Cut clay into sections for beginning of project (easily hand out chunks)
Make sure tools are cleaned and ready to use
Prepare slip bowls for students to utilize
Create a presentation about oceanic creatures and pinch pots
Prepare glazes to be ready to use
Make sure spin mops are wet and ready to use on tables

Safety:
Be specific about the safety procedures that need to be addressed with students.​ List all safety issue in a bulleted format.

No throwing tools
No eating clay
No spilling slip
No touching peer artworks
No running
Wise use of tools (or they will be taken away)

Action to​ ​motivate/Inquiry Questions:

Describe how you will begin the lesson to ​stimulate student’s interest​. How will you pique their curiosity and make them interested and excited about the lesson? ​What inquiry questions will you pose?​ Be specific
about what ​you will say and do​ to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

What would an oceanic creature look like if it was made in clay?

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How can these be built to focus around personal interest and voice?

How can you create a creature out of clay, while also making it obvious that it was you who created it?

How can you make oceanic creatures creative?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract.​ ​List and describe inquiry questions
and​ processes you will engage students in to help them develop ideas and plans for their artwork.

Students will be shown a presentation of pinch pots and oceanic creatures. I will excitedly talk about how fun it is to create things with clay,
especially creating sea creatures with silly pinch pot mouths. As I show students super cool photos, and maintain an excited and eager tone, they
will become excited as well, and start generating ideas within their heads. As I go through the presentation, I will ask students many questions in
order to keep their brains moving, and their feelings excited.

Instruction:
Give a detailed account ​(in bulleted form) ​of ​what​ you will teach. ​Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc.​ Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day 1 Instruction​ - Learning​ - Students will…

Intro/ 10 - 15 mins -​ Intro/Presentation

Ideation - Students will be shown a presentation about both oceanic - Understand what their piece will look like in the end
pinch pots, as well as ocean creatures - Gather inspiration from ocean creature page
45 mins - Presentation will include many examples of pinch pots and - Create 3 sketches of 3 separate oceanic creatures
creatures. The presentation will be broken up with questions - Color their favorite of the 3, planning out colors ahead of
to keep students engaged and thinking time
30 mins - ​Ideation - Clean up quickly and quietly
- After presentation, teacher will put up the success criteria for
this project
- Teacher will also hand out a sheet of paper with several
different oceanic creatures on it so students have a reference
for their ideation
- Students will be asked to create 3 sketches using a pencil
and eraser on three separate piece of paper
- Sketches should be of three different animals,
different ways to position pinch pot, etc (looking
for exploration)

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 - After creating their initial 3 sketches, students will be asked
to choose their favorite from the 3
- Once they choose their favorite, students will be asked to
grab either crayons, markers, colored pencils, or all three for
their whole table
- Students will then be asked to color their favorite sketch,
practicing color techniques, planning for glazing, deciding
what colors they want ahead of time, etc
- Students will be asked to participate in the clean-up
procedure and line up at the end of class

Day 2 DAY OF OBSERVATION

10 mins - ​Pinch pot demo - Remember what the project is, and what is expected of them
Build - Because students have created pinch pots in past years, I will - Understand how to create a pinch pot
give a very short pinch pot demo - Understand the success criteria
45 mins - Before that, I will show students the success criteria and - Work like an artist
agenda for the day - Be safe with tools and treat materials with respect
- Teacher will then remind students what they will be making - Clean up quickly and quietly
by showing 1-2 photos of ocean pinch pots and the reference
sheet for ocean creatures
- Once students understand the success criteria, and are
reminded of the assignment, they will be shown a very brief
demo of how to create a pinch pot
30 mins - ​Work time
- Beforehand, teacher will prepare a certain amount of clay for
every student. After the demo, teacher will ask students to
stand up, grab a ball of clay from the bag, and grab a ziplock
bag from a stack. Using a cup of black markers on their
desk, students will cross out any names on their bag and
write their own name down
- Students will then be told to grab a bowl of slip, any tools
they need, and begin working on their pinch pot
- Teacher will come around and answer questions as needed
5 mins - ​Clean up
- Students will put their piece in their bags, zip them up tight,
and give them to teacher
- Students will clean their tools in the orange bucket and place
them on the drying pan
- Students will spin mop their tables to get rid of any clay
residue
- Students will then stand quietly next to their table until they
are dismissed for the line
Day 3

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 5 mins - ​Intro
Build - Students will be shown a powerpoint slide that outlines their - Remember what their goal is
success criteria, and contains images of what they’re trying - Understand the success criteria
45 mins to make - Remember how to scour and slip effectively
- This slide will remain throughout class time to remind - Work like an artist
students what is expected of them, and to act as a type of - Raise hand when they need help
checklist - Take care of their tools and materials
- Students will be reminded how to scour and slip as it’s a - Clean up quickly and quietly
very necessary part of building with clay
- Bags will then be passed out and students may start working
35 mins - ​Work time
- Students will spend most of class time working. Today is the
last day to build, and students are reminded of that
throughout class
- Teacher walks around and answers questions as necessary
- If students need more clay, they must raise hand and wait for
teacher to cut them some more
- Students are in charge of their own tools and slip bowls
- Teacher makes sure students are on track, slipping and
scouring, etc.
5 mins - ​Clean-up
- Students will bring finished pieces to teacher who will then
write student’s name on the bottom of their piece (since
students are never sure how deep to carve in their name)
- Students will clean their tools in the orange bucket and place
them on the drying pan
- Students will spin mop their tables to get rid of any clay
residue
- Students will then stand quietly next to their table until they
are dismissed for the line

Day 4 10 mins - ​Intro

- Students will be given a mini-lesson on glazing and glazing - Understand how to glaze
Glaze techniques - Understand glazing techniques
- Students will be told how to apply glaze, and how to not - Apply glaze to their pieces
45 mins apply it - Work like an artist
- Students are shown a few glazing techniques including - Clean up quickly
sgraffito, mishima, etc. - Line up quietly
- Students will be reminded that mixing glazes can be cool,
but shouldn't be done for the entire piece
30 mins - ​Work time
- Students will spend most of time working on glazing their
pieces

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 - Teachers will come around and answer questions as needed
- Students are expected to finish glazing within this class
- Students are expected to use all of their time and pay
attention to details
- Students will be given a small selection of glazes to choose
from
- Students will be told where to keep their projects when they
are finished to get them ready for firing
5 mins - ​Clean-up
- Students will put their pieces on a certain shelf for firing
- Students will clean their brushes or put them in soapy water
for teacher to clean
- Students will put away materials, spin mop their table, and
stand quietly next to their table to be ready for line up

Day 5
5 mins - ​Intro - Understand what is expected of them
Reflect - Students will be told how reflection is going to go for this - Hand out comments to their peers
? project - Fill out a self-reflective sheet
- Students will each be given a bundle of comments to hand - Consider decision making during creating
45 mins out to their peers - Line up quietly
35 mins - ​Work time
- Students will then engage in the activity and hand out their
comments
- Once all comments are handed out, students will sit at their
seats and read silently through the comments left for them
- After reading the comments, students will fill out a
self-reflective hand out
- Students will be asked to consider their decision making and
risks taken throughout the process
5 mins - ​Clean-up
- Students will turn in their handouts
- Students will stand at their tables quietly and wait to line up

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will be given one class for a reflect. At the beginning of class, every student will get a bundle of small papers, each with a different
comment on it (I really like the colors you used, I can tell what ocean creature you created, I think your piece is beautiful, etc). Students will then
be asked to go around to peers work and place corresponding comments, until every student runs out of comments to hand out. THEN, students
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will be asked to return to their original seats and silently read through the comments left for their piece. After reading these, students will fill out a
reflective sheet about their piece. That way, students can see what their peers think of their piece before reflecting on it.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Success Criteria: Advanced Proficient Emerging

Created a oceanic creature using the pinch pot technique? Created an Student Student Student did not
oceanic successfully successfully make a pinch
Engaged in presentation and ideation? creature using made an made a pinch pot or oceanic
the pinch pot oceanic pot, but not a creature
Glazed and built their oceanic creature based on personal interest and technique? creature using a successful
artistic voice? pinch pot oceanic
creature
Presentation includes success criteria (find link below)
Engaged in Student created Student created Student created
presentation 3 sketches after 2 sketch after 1-0 sketches or
and ideation? listening to listening to didn’t listen to
presentation presentation presentation

Glazed and Student’s Student’s Student’s

built creature creature shows creature shows creature shows
based on distinct signs of no personal
personal personal personal interest or
interest and interest and interest and artistic voice
artistic voice? artistic voice artistic voice

Self-Reflection:
After the lesson is concluded​ write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again?

This lesson was very successful. Not only was it extremely fun for the students, but they created really cool and interesting pieces. Lesson
objectives were achieved to a very high extent. Through scaffolding, and regular reminders, students were able to create ocean creatures using

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 pinch pots and slipped and scored throughout the whole process. Every student created at least two sketches in preparation for the project and
demonstrated personal voice and style within their design and piece. Most students were able to successfully incorporate their pinch pots in to their
design. All in all, it was an extremely successful lesson and I’m excited to attempt it again in the future.

In regard to changes I will make in the future, there were a couple things I noticed. Some students had a lot of trouble understanding where to go
once they finished their pinch pots. Most of the students have background knowledge in clay and for them, it was fairly easy to begin building
immediately after creating their pinch pot. However, there were those few students who really could have benefitted from a little extra scaffolding
when it comes to building with clay. In the future, I may lead small groups for struggling students in which I demonstrate further how to build with
clay. That way, students who already have an understanding can work while I teach those that do not have an understanding. Another thing I would
like to change is the timeline for this lesson. Because I am student teaching, students only had a very few amount of days to build and glaze. I’m
hoping in the future, I can give a lot more time for things, since some students struggled with the tight time frame. Other things I would like to try
are different techniques to keep students focused during work time. The techniques I tried while teaching this lesson worked fairly well, but I
would like to try a few others to find the perfect fit for me and students.

Students loved this lesson and it was incredibly fun to teach, with a lot of cool and cute results. I’m excited to teach this lesson again in the future,
and I’m happy for the opportunity to teach it now.

Appendix:​ Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Link to my presentation:

https://docs.google.com/presentation/d/1ejLsUcGCxjMwcNGigWGUEPyUVxMtGRr4INHihGYtDgQ/edit?usp=sharing

8/9/15 Fahey

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