STEPP Lesson Plan Form

Teacher: Alli McGinnis

10/29/2015
School: Rocky Mountain High School
9-12
Content Area: Art (Pottery)
Title: Slab Building Vessels
of 1

Content Standard(s) addressed by this lesson:

directly from the standard)

Date:
Grade Level:
Lesson #: 1

(Write Content Standards

Observe and learn to comprehend

Understandings: (Big Ideas)
-Artists and designers analyze and articulate visual information to create meaning.
-Artists and designers synthesize information and apply it during the artistic
process.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
-How does a composition affect a shot?
-How/what do different shots do?
-How does a balanced/unbalanced composition make you feel?
-What compositions are most pleasing?
-How would you attach 2 slabs so that their bond is strong?
-How can you use templates?
-How can you incorporate math into your art?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can:
1. Given a slab building demonstration, TSWBAT, create their own slab-built vessel
that has more than 5 sides and is 8-12in in one direction.
2. Given a template demonstration, TSWBAT, begin thinking about how they can
incorporate templates into their slab project.
This means:
1. The student will be able to watch a demonstration on slab building and create
their own vessel based off of the techniques demonstrated.
2. The student will begin thinking about new ideas and ways of creating multiples
using slabs.
List of Assessments: (Write the number of the learning target associated with
each assessment)
Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

1. Create a slab built vessel that has 5+ sides and is 8-12in in at least one
direction.
2. Create a template.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?

Anticipatory Set
The hook to grab students attention. These are actions
and statements by the teacher to relate the experiences
of the students to the objectives of the lesson, To put
students into a receptive frame of mind.To focus student
attention on the lesson.

Procedures

(Include a play-by-play account of what students and

teacher will do from the minute they arrive to the minute
they leave your classroom. Indicate the length of each
segment of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Closure
Differentiation

To modify: If the activity is too advanced for a child, how

will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how will
you extend it to develop their emerging skills?

Assessment

How will you know if students met the learning targets?

Slab Building and Template Demonstration (learning new techniques)

30 minutes (demo)
Basic clay tools, water, canvas, slab roller, wheel, rolling pin, slats,
paper, template, examples
60 minutes (work time)
My hook for the lesson will be to bring in my own small example of how
I build with templates and slabs. It will be something that the students
can pass around and look at how it was constructed.
1. Students will be invited to gather around a demonstration table.
(Teacher input)
2. I will begin by introducing slabs and templates to them by passing
around my own example of how I use slabs and templates. (Teacher
input)
3. I will then demonstrate 3 ways to make a slab (on the wheel, roll a
slab, slab roller). I will then mention that the best time to assemble
slabs is when they are leather-hard. (Modeling)
4. I will then show the students that the template I made and how it will
turn out using paper. (Modeling)
5. I will then cut out the shapes from the slabs and assemble it in front
of the students remembering to bevel the edges before attaching.
(Modeling)
6. Students will then have the opportunity to ask questions about slab
building or templates. (Questioning)
7. I will then explain the project parameters and the students will have
the rest of class to work on their own slab built vessel.
Closure for the lesson will be work-time. The students will have to
opportunity to work and ask questions while they are independent.
I will demonstrate 3 types of slabs so that if they do not like one type of
slab they can use one of the other options. That way each student can
find at least one option that best suits them.
I will know that the students met the learning targets if they can

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Write a description of what you were looking for in each
assessment.

demonstrate these skills in their slab building project.

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Post Lesson Reflection

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?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

Colorado State University College of Applied Human Sciences

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