Abbey Blouch

ELED 510
Integrated Creativity Lesson
Part 1: Original Lesson

Lesson Title Scratch Art Vase

Date April 16th, 2:00-2:40 pm
SOL History 3.1: The student will explain how the
contributions of ancient Greece and Rome have
influenced the present world in terms of
architecture, government (direct and
representative) democracy, and sports.
Context The students have already learned about ancient
Greece and Rome. This lesson will be a review to
understand the importance of Greek
contributions to society
Materials -Smartboard
-Images of vases in ancient Greece
-Pencils
-Blank paper for students to make symbols key
-scratch paper
-powerpoint
Procedure -Review important Greek contributions using
power point
-show image of Greek vase, ask “what is this?”
-slide one: Why do you think the ancient Greeks
made pottery? Esp. vases?-->whole class
discussion of answer
-slide two: Why do you think it is important that we
learn about ancient Greek contributions such as
vases?
-slide three: image of a Greek vase. Ask: What do
we notice about the design of this vase? What
symbols do we see?-->whole class discussion of
answer
-slide four: image of another Greek vase. Ask:
What do we notice about the design of this vase?
What symbols do we see?-->whole class
discussion of answer
-slide five: commonly seen symbols. As a whole
class, go over all of the symbols and reiterate
what a symbol is. Describe how symbols can
 represent a word using images. We see so many
symbols every day that help tell us something,
and the Greeks used symbols in their pottery
designs.
-explain that we will be making our own vases
with symbols to represent ourselves
-first, will make a symbols list
-then, will create vase using a wood stylus on a
scratch paper, and include symbols in design of
vase to represent us
-show personal example, explain what my
symbols mean
-students will be given a blank piece of paper to
do their symbols key first. They will design and
label at least four symbols that represent
themselves that they will put onto their vase.
Once they have finished their symbols key, they
will raise their hand for me to look over. After I
look it over, I will give them their stylus and scratch
paper. They are welcome to do a rough draft on
the back of the symbol sheet, but I will make sure
that they know that the scratch paper design
cannot be erased and therefore is a final copy.
-if time, have students bring designs to the front to
share with class

Part 2: Reflection

1. How did your actual teaching of the lesson differ from your plans?
Describe the changes and explain why you made them.
As a whole, I believe that I followed my lesson plan fairly closely during my
actual teaching. The only different was that, due to time constraints, I was not
able to have students share their designs or look at the designs of others. Next
time, I would ensure that they had time to share either after the lesson or the
following day.

2. Based on the assessment you created, what can you conclude about
your impact on student learning?

The main objective that I wanted students to understand following this lesson
was that the ancient Greeks used designs on their pottery to tell about their
culture. These designs were a way of storytelling and connect to our society
because we can use art and other mediums to tell others about our cultures. My
assessment was to have them create a symbol key with symbols that represent
themselves, and I believe that all students successfully did this.

3. Describe at least one way you could incorporate developmentally

appropriate practice in a better or more thorough way if you were to
teach this lesson again.

If I were to teach this lesson again, I would make sure that I discussed ancient
Greek pottery at the end of the lesson as a closure activity. This way, students
would be better able to remember the reason why they did the activity in the
first place: to show their culture and stories through art just as the ancient Greeks
did.

4. Based on the assessment data you collected, what would you do/teach
next if you were the classroom teacher?

This lesson was a review of Ancient Greek contributions as a preparation for the
upcoming SOL tests. If I were the classroom teacher, I would follow up this lesson
with a review of other important information regarding the ancient Greeks, or
compare this example of Greek art to an example of Roman art as this is also
part of the SOL strand.

5. As a result of planning and teaching this lesson, what have you learned or
had reinforced about young learners?

Children love hands-on projects! This lesson included visual, audial and
kinesthetic elements, so there were many aspects of the lessons that could be
adapted to different learners. The hands-on portion kept them engaged and
actively learning.

6. As a result of planning and teaching this lesson, what have you learned or
had reinforced about teaching?

As a result of completing this lesson, I have had reinforced that children need to
be actively engaged in material to really connect with it. This activity allowed
them to be active participants in the learning process.

7. As a result of planning and teaching this lesson, what have you learned or
had reinforced about yourself?

As a result of planning and teaching this lesson, I have reinforced in my mind

that I love project-based learning. The best way to learn is to do, and this activity
allowed students to do so and allowed me to feel as though I successfully
conveyed my message in teaching.
Part 3: Student Work
Part 4: Final/Finished Lesson Plan

Lesson Title Scratch Art: Greek Vases

Time 40-45 minutes
SOL History 3.1: The student will explain how the
contributions of ancient Greece and Rome have
influenced the present world in terms of
architecture, government (direct and
representative) democracy, and sports.
Context The students have already learned about ancient
Greece and Rome. This lesson will be a review to
understand the importance of Greek
contributions to society.
 This lesson could also be taught as an
introduction to ancient Greek contributions.
Materials -Smartboard
-Powerpoint (see slides below)
-Pencils (21)
-Blank paper for students to make symbols key
(21)
-Scratch Paper (21)
-Wooden Stylus (21)
-Teacher example
Procedure BEFORE LESSON:
-have powerpoint pulled up on smartboard and
supplies laid out on front table for easy access
DURING:
-Ask question: “Ancient Greece had some
important contributions to the world. What are
some of them that we remember learning
about?”
-Have students turn and talk to a partner to
discuss answer
-After they turn and talk, discuss some of these
contributions as a whole group
--Go to slide on powerpoint with a Greek vase;
ask “What is this?” and have a student answer
-Go to slide one: “Why do you think the ancient
Greeks made pottery? Especially vases?”
-Have whole class discussion of answer
-Go to slide two: “Why do you think it is important
that we learn about ancient Greek contributions
such as pottery?”
-Have whole class discussion of answer
-Go to slide three (image of a Greek vase): ask
“What do we notice about the design of this
vase? What symbols do we see?”
-Have whole class discussion of answer
-Go to slide four (image of another Greek vase):
ask “What do we notice about the design of this
vase? What symbols do we see? What do you
think this tells us about the ancient Greeks?”
-Whole class discussion of answer
-Go to slide five (images of commonly seen
symbols): As a whole class, reiterate what a
symbol is (a representation of a word using an
image) and describe how we see symbols every
day that help tell us something, and the Greeks
used symbols in their pottery designs to help tell us
about their lives, beliefs, values, etc.
-Explain that we will be making our own vases
with symbols that represent ourselves.
-Go over directions: First, we will make a “symbols
key.” This key will have at least FOUR symbols that
can represent something about us. For example,
since I am a teacher, I could draw an apple. On
my symbol key, I would draw an apple and then
write the word “teacher” next to it so that
someone looking at my symbols would be sure
what it meant. These symbols can show sports we
like, activities that we do, our family, our
personality traits or more. After we finish making
our symbols list, we will create a design a vase
using a wooden stylus on scratch paper, and
include symbols in the design of our vase that
can represent us.
-Show teacher example. This will be a symbols key
that I have made and a scratch paper vase to
show them.
-Students will be given a blank piece of paper to
do their symbols key first. They will design and
label at least four symbols that represent
themselves that they will put onto their vase.
Once they have finished their symbols key, they
will raise their hand for me to look over. After I
look it over, I will give them their stylus and scratch
paper. They are welcome to do a rough draft on
the back of the symbol sheet, but I will make sure
that they know that the scratch paper design
cannot be erased and therefore is a final copy. I
will also give them a vase outline so that they can
trace it onto their scratch paper.
-Give students time to design their symbols, and
check over the symbols when they have finished
-Give students plenty of time to design their vase
with at least four symbols and other designs they
may want to include.
-After everyone has finished, have students leave
images on their desks. Students will stand up and
 walk around the room quietly, doing a “gallery
walk” so that they can look at the symbol keys
and vases of the other students.
-After students do the gallery walk, wrap up
lesson by asking, “why do you think we made
these vases?”
-Reiterate that we made these vases with symbols
about our lives because the ancient Greeks
made their vases to tell us about their lives, too.
Differentiation If students are struggling to come up with
symbols, go around and individually assist them.
Prompt them with questions about their interests,
favorite foods, family, etc.

If students finish early, allow them to add extra

designs to their vase as they would like.

Directions are posted on final slide for students

who may want to refer to them. This will be left up
as students are working.
Powerpoint
Slide 1:
Slide 2:

Slide 3:
Slide 4:

Slide 5:
Slide 6: