EEI Lesson Plan Template

Name: Pima Course:

Subject: Topic: Grade Level: Duration of Lesson:

Components Description of Plan
1 Content Standard: AZCCR Standard-VA.CR.1HS1a : Use Multiple approaches (such as exploring art
Choose ONE standard. Be work from the past, experimenting with materials, expressing a personal concern
sure to write out the entire
ect.) to begin creative endeavors.
standard, not just the number.
2 Learning Objective: The students will design in their sketch books two 4 inch tiles. One tile will display
Choose ONE objective additive relief and one tile will display subtractive relief.
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two Est.
parts: learning and # of
behavior mins
3 Anticipatory Set: In previous classes, you have created designs by carving into the clay using a 5
Sometimes called a ribbon tool and many of you have applied designs on your clay pieces. For
"hook" to grab the
example, one student added grapes or button like pieces to their creamer pitcher.
student's attention
Focuses student Others have carved a flower into their projects.
attention on the In this project, you will add clay to a 4 inch tile to form a design. (additive relief tile)
objective and the In this project, you will also sculpt the clay (by taking some of the clay away) of a
purpose of the lesson 4 inch tile to create a design. (negative relief tile)
Activates prior
The students will sketch an additive and subtractive relief tile in their sketch book.
knowledge
Requires ACTIVE When they are sketching these tiles I will ask the students to pay attention to the
PARTICIPATION from shading of the tile. Is the design recessed (carved into the tile ) or is the design
ALL learners projecting (coming out) from the tile?
These are the defining characteristics between subtractive and additive relief tiles.
4 Teaching-Input: 5
Using effective and varied We will go through the power point.
strategies, the teacher
provides information for In class, today the student will create an additive and subtractive design in their sketch
students to gain the concept, book. The design will be of the same object-for example a rose.
strategy, or skill.
The students will write two new vocabulary words in their sketch book.

I will discuss that the students will create two 4 inch tiles. One tiles will be made using
additive relief and one tile will be used using subtractive relief.

The students will have discussions at their table and whole class discussions about
additive and subtractive technique.

The students will have a quiz about these new terms.

The students will have a handout with directions on how to complete the tiles.

Two students will demo how to trace the template of the tiles in their sketch book.

I will put the rubric on the screen & also provide a hard copy of the rubric.

These is also a schedule of work so the students know how to plan their time.
 EEI Lesson Plan Template

5 A table of students will demonstrate how to trace the tile in their sketchbook. 3
Teaching-Modeling: ( They will demonstrate using props.)

Demonstrate and show The power point will give written directions on how to create the tiles.
examples of what students
are expected to do (how to
solve the problem, answer the
question, do the activity etc.).
6 Check for I will check for understanding by having each table hold up + or card during a 2
Understanding: quiz during the power point.
Various strategies that
are ongoing throughout
I will ask each table to verbalize one step in the process to create the tiles:
the entire lesson.
Enables teacher to
determine whether ALL I will use oral questioning and observation to check for understanding as the
students have "gotten it." students sketch in their sketchbook.

I will have students come to the front of the classroom and go through the
process of sketching the additive and subtractive tiles in their sketchbooks. I
will encourage the students to ham it up a bit.

Do a sketch in your sketch book about the way you are going to accomplish
this assignment.

7 Guided Practice: 5
An opportunity for each Day 1 Create a design in your sketch book (Today)
student to demonstrate new
learning by working through
an activity or exercise with the The teacher will observe and support the students.
teachers guidance.
8 Closure: 2
Actions or statements The students will demo how to trace the template and do an additive/subtractive
made by teachers AND
technique design in their sketch books.
students that summarize
lesson objectives.
Essential for helping I will end my presentation by putting the side on side 38 Plan your additive and
students integrate ideas, subtractive tiles on the screen. I will have a student tell me what our plans are
make sense out of what today. (The students will hear & see what they are to do for the second time.)
has just been taught,
I will keep slide 28 on the overhead as the students work.
and to improve their
chances of retention and
transfer.
Must be done BEFORE
Independent Practice
9 Independent Practice: The students will continue to sketch and plan their tiles on their own. 30
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
10 Assessment: 1
The formative and/or I will ask the class how everyone is progressing on their sketches of their tiles?
summative assessments that
I will ask for a thumbs up or a thumbs down.
 EEI Lesson Plan Template

are aligned with the objective. This formative assessment will be useful in determining the students that are
struggling with the assignment. This way I know to help the students who give a
thumbs down.

A summative assessment will be used with the rubric when the project is
completed.

11 Differentiation: The students learn to see visually how to sketch a 4 inch tile during the student 3
How you will reach diverse demonstration.
learners by varying the:
The written direction on how to make the two four inch tiles are written on the side
Content
Process board. This is geared toward the visual learner.
Product A hard copy of the directions are provided to the students.
When the students demonstrate how to make the two four inch tiles this will aid
the kinetic learner.
The auditory learner will benefit from the verbal directions that were given for the
project.
The students work in groups at their table so the social aspect of learning comes
into play.
Students also work independently.

12 21st Century Learning: Critical thinking-The students can define additive and subtractive motif tiles. 35
Includes technology as well The students can talk with their classmates at their table about the
as the 4 Cs: Critical Thinking, characteristics of additive and subtractive tiles.
Creativity, Collaboration, and
Communication.
Creativity-creating the sketches of additive and subtractive tiles.

Collaborating-talking to with students at their table about what they like about the tiles.

Communicating-the students will talk to each other about their tiles from the power point.
Then they will communicate this with the class.

13 List of Materials, Handouts and other Supplemental Documents:

Rubric in hard copy on the front table
1 Sample of students work that shows additive technique
1 Sample of a students work that show subtractive technique
6 large printing of tiles on card stock
6 plus signs on card stock
6 negative signs on card stock
6 chef hats
Sample of additive design-completed rose tile
Sample of subtractive design-completed rose tile
Tools for subtractive design-ribbon tool
15 4 by 4 templates made out of poster board
Hard copy of directions to make additive and subtractive tiles
Write on the side board todays assignment-1. Trace the 4 template in your sketch book 2 times
2. Plan both your additive & subtractive technique tiles
3. Both designs need to be of the same design
EEI Lesson Plan Template