Lesson Plan

Title: Diorama

Length: 6 days

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content
students already know and what they will need to know to be successful.
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.

Did students articulate their revisions and reasons for them, aloud?
Did students describe and identify key architectural features (foundation, roof and walls) accurately?
Did students create their future dream homes utilizing shape, form and detail in their prints?
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)

Now that weve made our designs, us architects are moving forward and headed for the job site! The job site is the location where we will construct our home. So we move out
of our office and head to where we want to place our dream home. We must first put on our construction hats, and get started to recreate our homes based on our drawings we
made in the previous class.

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.

Artistic process, form, shape, artist intention, refinement, 2-dimensional, 3-dimensional, demo
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. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Form and shape are used to visually represent ideas.

The artistic process requires planning and revision in order to create the art you desire.

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. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy
and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Using clay techniques, SWBAT create dream home by translating their 2D designs to 3D.
(Blooms: Applying, Standard: Transfer, GLE: 2, Art Learning: Technique)
Given a worksheet and paint, SWBAT understand and create their own color wheel.
(Blooms: Applying, Standard: Comprehend, GLE: 2, Art Learning: Materials and Tools)
Using their final projects, SWBAT identify primary, secondary and analogous color schemes correctly.
(Blooms: Evaluating, Standard: Reflect, GLE: 1, Art Learning: Reflect and Assess, Literacy)
Given the prompt, SWBAT describe and identify key architectural features (foundation, roof and walls) accurately.
(Blooms: Remembering, Standard: Comprehend, GLE: 2, Art Learning: Art / Art History)
Using clay techniques and materials, SWBAT create their future dream home diorama utilizing shape, form and detail.
(Blooms: Create, Standard: Create, GLE: 1, Art Learning: Ideation and Inherent Characteristics of Art and Design)

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)

Different tools

Choice of tools - texture, limits time touching clay using tools

can make it easier for students to touch the clay with a tool
instead of their hands.

(Multiple means for students to access content and

multiple modes for student to express understanding.)

Discovery board
Individual Process Critique
Extensions for depth and complexity:

Access (Resources and/or Process)

Camera

Students have choice is individual verbal or written expression

of understanding
Expression (Products and/or Performance)
They can document their own art and choose how to present it

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.

Tools: pin tool, rib (what kind of rib - metal, plastic, wood), fettling knife, ribbon tool, loop tool, ext-ruder, diorama

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.

Day 1 & 2:
Clay
Clay tools
Sketchbooks with drawing inside
Tarp, newspaper, canvas and plates for table
Day 3, 4, & 5:
Cardboard for building
Cardboard diorama
Hot glue (to be used by teachers only)
Pipe cleaners
Found objects
Acrylic paint, palettes, brushes, water cups
Markers

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.

House demonstration - blank poster

- separate cut outs of parts of a house
- tape to tape onto poster
- vocabulary words cut out to tape over part of house
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Gather materials
Make examples
Preview and select video
Set up stations in classroom
Make 2 poster with cutouts
Make diorama

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

Dont eat clay

Careful with sharp tools
Wear a glove when you are hot gluing
Wear gloves while using hot glue
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students 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.

Now that weve made our designs, us architects are moving forward, out of the office and headed for the job site! I want you all to put on your imaginary hard hats with me,
remember hard hats are what construction workers wear to protect their heads while their working. Now that you have your imaginary hard hat on we are going to picture the
job site. The job site is the location where we will construct our home. Now we are going to imagine your job site so maybe your job site is a big grassy area with trees and a
pond. Or maybe your job site is underwater with fish and coral. Your job site is wherever you want your dream home to be.

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.

What are some basic parts to a house?

What are ways you can make those basic parts more exciting?
How big is your door?
How many people live with you?
Who lives with you?
Do you have any pets?
Do you have a pool?
What colors would you want to see a house?
Have you ever seen a pattern in a home?
What shape are your windows?
Do you have curtains?
Is anyone standing in the window?
Do you have a doorbell?
Do you have a welcome mat?
Do you have a path leading to your door?
What is the path made of?
How long is the path?
Do you have a garage?
Is your garage open?

Is there a car inside?

What does your car look like?

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 - The teacher will... (Be specific about what concepts,

information, understandings, etc. will be taught.) Identify
instructional methodology. KNOW (Content) and DO (Skill)

Learning - Students will... i.e.: explore ideation by making connections,

comparing, contrasting; synthesize possibilities for each painting
technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Time

Introduction:
Now that weve made our designs, us architects are moving forward,
out of the office and headed for the job site! I want you all to put on
your imaginary hard hats with me, remember hard hats are what
construction workers wear to protect their heads while their working.
Now that you have your imaginary hard hat on we are going to
picture the job site. The job site is the location where we will
construct our home. Now we are going to imagine your job site so
maybe your job site is a big grassy area with trees and a pond. Or
maybe your job site is underwater with fish and coral. Your job site
is wherever you want your dream home to be.

Ideation

Now that we have a picture in our minds of our job site we need to
talk about how we are actually going to build our dream home.
Building a dream home is a huge project and there are a few things
you need to know before you start.
Using the poster with pieces of a house to tape..
- Start from the bottom: ask the students what you
must have first to build - the answer is the
foundation/floor/ground. Have the student with the
foundation piece come up and tape it to the paper. Then the
student with the foundation vocab word tapes it on top of
the foundation piece.
- Then continue with the rest going from the bottom
up: foundation, walls, windows, door, roof, chimney, etc.
All starting with the visual piece before the vocabulary
word to be taped onto the sheet.
Developing insight into artist practice.

Then we say that we are going to use our 2D sketches of our dream
home to actually build our home in 3D. Ask the class is anyone
knows what 2D and 3D are? What does the D stand for?
(dimensions) How are they different? (2D is length and width, 3D
includes depth). Show our examples here to illustrate 2D sketch as
different from 3D model. Now that examples are out talk to students
about shape and form. Using poster example and sketches to
illustrate that shape is 2D and form is 3D. Poster includes one
example for each student who will come up and stick it in the correct
place. Then we will reiterate shape, form, 2D and 3D.
Go back to our examples and talk about how we incorporated details
and thought about the form (all sides of our home) even though we
only drew the front.

Clarifying and analyzing the meanings of words or phrases.

5 min

Listening critically and exploring insights into new context.

Can anyone guess what were making our dream houses out of?
Clay!
Explain clay (slabs, pinching and coils.) and introduce demo. A
demo is when we demonstrate or show how it use a material or tools.
Talk about the tools used for building with clay. Hold them up and
name them as you go and explain what they do while also showing
how they work as you explain. Use our examples to point out how
the tools work and what they do.:
- rib tool: smooths out clay (Smooth out the smooth
parts of the work)
- Loop tool: hollows things out, cuts away material
(show hollow areas and how to scoop it out)
- fettling knife: cuts like a real knife but not as sharp
- pin tool: pokes holes, can be used to carve as well
Then finally review as a class what they all do having them all tell
you back.

3 min
Clarifying and analyzing the meanings of words or phrases.

5 min

Analyzing and evaluating actions.

Reinforce what we just went over. What are the steps in building a
house? Make sure that we go over the ground up method.

Studio habits

1 min.

They can get to working on their homes at this point. Materials out
on each desk to be used.
Studio habits
Clean up time. One person for each duty
Put any unused clay back where you found it on
your desk.

5 min

25 min

6 min.

- Any tools must be washed and put back in the

container
- Have one person wipe down tables with a sponge
- Last person checks that the other three did their
duties and that everything is back where it was found at the
beginning of class.
One person from each table presents their art (its all in progress so
next class one more person from each table will be presenting and so
forth, so anyone who is sad they didnt go today can be reassured
their day will come!).
- The table representatives come up in front of the
class and tell the class what they did and why.
- Show their 2D drawing of their work for a
comparison
- Did you change anything from your drawing to
your model? Why or why not?
Final circle up at the end of class. Talk about what we learned and
put it on the Discovery Board. Anything on the board already will be
presented by the student who wrote it. Ask the class to answer these
questions out loud to start a discussion:
- What was different about making this home out of
clay instead of pencils and paper?
- Do you plan on adding anything to this later?
- What type of revisions did you make?
- Is there something you tried that didnt work?
- Did you all start with the same part of the home?
Why? If someone didnt start at the foundation - did it make
things more difficult? Or was it easier? Do you think that
would work if you were building a life-sized home with
wood and bricks?
Day
2

Understanding other perspectives.

Listening critically and exploring insights into new context.

10 min

Analyzing and evaluating actions.

5 min

Introduction:
Today, we architects are headed back to our jobs sites. Everyone put
your hard hats on and imagine your job site. So far, youve done a
lot of work building your home and everything is coming together.
As you arrive at the job site you hear the sounds of construction,
saws, machines, hammers on nails and you meet with your
construction manager to talk about your home. A construction
manager is the person who is helping you build you dream home.
You and your construction manager talk about all the work youve

Ideation

5 min.

done, your foundation is set, you walls are up and everything is

going well. Now you start talking about what work you still have to
do. Maybe you are still installing your roof and windows or maybe
your adding details, you also start thinking about color. What color
is your house going to be? Is it going to be more than one color?
Now that you and your construction manager are done speaking, lets
demo/review our materials and tools and get back to building!
Reintroduce a demo - where we demonstrate or show how to use a
material or tool. Then using clay, review and demonstrate pinch, coil
and slab.

Studio habits

Bring out tools poster, review and demo with small piece of clay
what each tool is and what is does.
Now were going to pull out our sketches which are made of shapes
and homes which are made of forms, can someone tell me what
shape and form means? (2 sides, 2D) (3 or more sides, 3D)
They can get to working on their homes at this point. Materials out
on each desk to be used.
Note: for students who are finished we will talk to them one-onone to make sure that they have fully completed their dream home.
(i.e.. they used slip and score to make solid connections, utilized
their sketch and included important elements, included details,
considered texture and size, made large areas hollow). If students
have considered all those things they will start building additional
elements out of clay (i.e. a dog or bridge or tree, etc) that will go in
their diorama with their home. For those students who wish to use
cardboard instead of clay we will push them to continue with clay
but will bring cardboard and decide to give it to them based on how
they are doing.

5 min.
(all three next
steps)

Clarifying and analyzing the meanings of words or phrases.

Clarifying and analyzing the meanings of words or phrases.

30 min.
Studio habits

5 min.

Clean up time. One person for each duty

Put any unused clay back where you found it on
your desk.
- Any tools must be washed and put back in the
container
- Have one person wipe down tables with a sponge
- Last person checks that the other three did their
duties and that everything is back where it was found at the

beginning of class.
Gallery walk:
All students leave their work at their tables and walk around the
room observing other students work. After a few minutes students
go back to their tables and we discuss what they observed in other
students work. What did they see in another students work that they
liked? Why did they like what that student did?
Final circle up at the end of class. Talk about what we learned and
put it on the Discovery Board. Anything on the board already will be
presented by the student who wrote it. Ask the class to answer these
questions out loud to start a discussion:
- What was different about making this home out of
clay instead of pencils and paper?
- Do you plan on adding anything to this later?
- What colors might you use on your home?
- What type of revisions did you make?
- Is there something you tried that didnt work?

Analyzing and evaluating actions.

Understanding other perspectives.
10 min.

Developing insight into artist practice.

5 min.
Day
3

Introduction:
Today, we architects are headed back to our jobs sites. Everyone put
your hard hats on and imagine your job site. So far, youve done a
lot of work building your home and everything is coming together.
As you arrive at the job site you hear the sounds of construction,
saws, machines, hammers on nails and you meet with your
construction manager to talk about your home. A construction
manager is the person who is helping you build you dream home.
You and your construction manager talk about all the work youve
done, your foundation is set, you walls are up and everything is
going well. When youre done talking with your manager, you stop
to look around. What do you see? Is it night time? Are there
animals? Do you live under water? This is what we will be
exploring today.
So today we are going to build dioramas that you will put your
homes in, does anyone know what a diorama is? (a 3D miniature
model) Before we start working were going to talk about what we
might include in our dioramas.

Ideation

2 min.

Understanding other perspectives.

8 min.

Divide into 2 groups - take a look at three different landscapes and

discuss what you see in them all. Are there trees? What colors are
there? Are there any other homes nearby?

Studio habits

Remember how we started our homes the first day? We drew our
plan in our sketchbooks. Why did we do that? (Because artists create
a plan before they make their work.) Using pencils and/or
watercolors, acrylic paints, create what the environment around your
house looks like.

15 min.
10 min.

Students work on sketches

20 min.
When they are finished they may grab a cardboard diorama to begin
working in there. There will be found objects, glue, paints, and
markers out for the students to create their environments with.

5 min.

Students work on diorama setting.

Studio habits
CLEAN UP:
One student from each table will be assigned to take the brushes,
palettes and cups to the sink and wash them. All other students will
clean up their tables - putting materials back in the bags on each
table where they got them, throwing away any trash and picking up
any materials on the floor before circling up for more instructions.

10 min.
Analyzing and evaluating actions.

Mini-Artist Presentation:
Go around to each table and have each student say a quick sentence
or two about how you made your environment, why, and what you
learned about the process or assignment.

10

Day
4

Introduction:
While our dream homes still have some time left in the kiln - the
machine that takes out all the water from our work so that it becomes
permanent - we still have a lot to do with our environments. We
looked at some last week and weve seen some really great progress
happening with our pieces. We need to talk about color before we
move back into our dioramas.
In preparation we get into our collaborative groups to create as many
colors as we can think of.
- Each table has paint set up for them of the three
primary colors
- Students must DISCUSS and mix - What are you
doing? What are your peers doing?
- Have each table present their colors theyve made
- The team with the most colors created gets to find
their dioramas and bring it to their desks first. Then in
descending order the students may retrieve their work.
Once everyone has their work, we go over color combinations as a
class (seeing as in the last class they showed much knowledge to the
subject). And bring in a pre-made color wheel to show these
visually: do a call and response for each term.
- Primary colors: red, yellow, blue
- Secondary colors: orange, green, purple
- analogous colors: colors that are next to each other
on the color wheel
- talk about warm and cool colors - warm is red,
orange yellow; cool is purple, green, blue
Now everyone look at your own pieces!
- Can you identify each color and where it lands on
the color wheel? Tell the person sitting next to you about
the colors in your piece.
Tell them to keep these things in mind when creating their work. If
you only use primary colors (or secondary, analogous), then that
makes it a color scheme. Do you want your home to have a color
scheme? Think about these things while you work on your
environments today. Try and finish most or all of it today seeing as
next week we will have the fired homes.

Ideation

2 min

8 min
Developing insight into artist practice.
Analyzing and evaluating actions.

Clarifying and analyzing the meanings of words or phrases

5 min,

Release them for work time

Clean up:

11

Day
5

Introduction:
Our dream homes have returned from the kiln (the machine that
takes all the water out and makes them permanent) and now we will
add them to our environments! Some of our pieces came apart while
they were drying and so we are going to have to work together to
reassemble them. We have hot glue guns and gloves which you have
to wear when using the glue guns and Andie and I are here to help
you make repairs. When you are done making repairs to your dream
homes we are going to paint them so lets explore colors a little more!
Review color combinations and the color wheel.
- Primary colors: red, yellow, blue
- Secondary colors: orange, green, purple
- analogous colors: colors that are next to each other
on the color wheel
- Color scheme
- show the color wheel and how it work (secondary
colors sit between primary colors etc.)
Tell them to keep these things in mind when creating their work. If
you only use primary colors (or secondary, analogous), then that
makes it a color scheme. Do you want your home to have a color
scheme? Think about these things while you work on your dream
homes today.

2 min.
Ideation

3 min.
Clarifying and analyzing the meanings of words or phrases

Ideation

Talk about and demo proper use of materials.

Demo how much paint to put on our plate (we can
always come back for more start with a little)
Get 2 plates one for colors and one for mixing
When carrying your plate with paint use both
hands to hold the plate and dont put it on the edge of the
table (we dont want paint on the floor)

2 min.

7 min.

Students will then complete a worksheet where they will make

secondary colors, a color wheel and then use it to identify analogous
colors.
Once the worksheet is done students can begin working on their
dream home.

30 min.
Studio Habits

Release them for work time

Clean up:

12

Day
6

Introduction:
Welcome back architects! We have done a lot of work on our houses,
from designing, revising, building, repairing and painting and they
are looking great! Today is our last day to finish up our dream homes
and add them to our dioramas.

15 minutes
Ideation

Lets take a look at Gabriels work since so many of you said how
much you liked it last week.
- Have him talk about what is happening in his
work: the story/narrative behind it all.
- Why did he make Bob?
- What is Bob made from?
- How does Bob live in this home?
Now its your turn! Think of all of the great stories that happen in
your home. Grab your dioramas.
- When everyone is sitting, ask them to talk with one
person at their table (or 2 if a table of three or 5) about the
narrative\story of their home.
- What happens in your home?
- Who lives here?
- What kind of activities happen outside the house?
Think of all these things while you get to work on your projects.
You have all the tools you need so lets get to work!
Remember the things we talked about last class:
Get 2 plates: 1 for colors and 1 for mixing
Start with a little bit of paint - you can always get
more
Use 2 hands to carry your plate

Studio Habits

2 min

Release them for work time.

Clean up:
- Make sure ALL names are on the diorama and
houses somewhere (probably on the outside)
- One person from each group cleans up brushes Soap and water
- One person puts found objects that are unused back
in bag or box it was found in
- One person is in charge of making sure that the
glue, markers, etc. are put back in the bin

33 min
15 min
Evaluating and analyzing actions.

13

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.)

Artist Presentation:
Each student will display their home and their drawing at their desk. We will then do a gallery walk where students and teachers walk around the room observing the work.
When students have seen every-one's work we will to each student who will present their work to the class (with prompts from teachers if necessary).
Students will:
- Explain/describe their dream home.
- Describe their process or steps to building their dream home.
- Explain any revisions they made from their 2D sketch to their 3D home. Why or why not?
- Your favorite part of your diorama.

Post-Assessment (teachercentered/objectives as
questions):

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

Have students achieved the objectives

and grade level expectations specified
in your lesson plan?

Were the students able to

transfer information from 2D to
3D?
Can the students create and
understand a color wheel?
Can the students actively
participate in a group critique?

Criteria\Score

EXCEEDS
PROFICIENCY
4

PROFICIENT
3

ALMOST
PROFICIENT
2

NOT
PROFICIENT
1

2D to 3D
translation

The 3-Dimensional
piece reflects the 2Dimensional
component by
containing at least
5 of the same
characteristics.

The 3Dimensional
piece reflects the
2-Dimensional
component by
containing 3-4 of
the same
characteristics.

The 3Dimensional
piece reflects the
2-Dimensional
component by
containing 2 of
the same
characteristics.

The 3Dimensional
piece reflects the
2-Dimensional
component by
containing 1 or
none of the same
characteristics.

Color Wheel
Worksheet

Color wheel
worksheet is
complete with 91100% correctness.

Color wheel
worksheet is
complete with
80-90%
correctness.

Color wheel
worksheet is
complete with
60-79%
correctness.

Color wheel
worksheet is
complete with 059% correctness.

Can the students correctly

identify the parts of a building?
Can the students create their
dream homes using shape,
form, and detail?

SelfEvaluation

TeacherEvaluation

14

Identifying
color schemes

Able to identify
what color scheme
is used or what
kind of colors are
used based on the
color wheel.

Able to identify
what color
scheme is used or
what kind of
colors are used
based on the
color wheel most
of the time.

Able to identify
what color
scheme is used or
what kind of
colors are used
based on the
color wheel some
of the time.

Unable to
identify what
color scheme is
used or what kind
of colors are used
based on the
color wheel.

Architectural
features
(foundation,
roof, walls,
ground, door,
windows)

Can correctly
identify all 6
architectural
features.

Can correctly
identify 4-5
architectural
features.

Can correctly
identify 2-3
architectural
features..

Can correctly
identify 0-1
architectural
features.

Finished product
includes a lot of
detail in the shape
and forms.

Finished product
includes some
detail in the
shape and forms.

Finished product
a little detail in
the shape and
forms.

Finished product
includes few
details in the
shape and forms.

Sculpture
outcome
includes shape,
form, detail

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? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

It seemed the students were really engaged in the creativity of the day. Especially considering it was Halloween and we had gotten our pieces from the kiln all set and ready to be
returned to their owners. The excitement was high. Luckily they channeled that into their work. They completed their worksheet on the color wheel way more cooperatively than I
imagined it to go seeing as their pieces were finished. It was a great idea to use the opportunity to grab their finished pieces on the condition that their worksheets were
completed and correct. It motivated them to complete the sheet in a careful manner, rather than putting whatever color anywhere. This lead to 100% correct on the sheet in the
end.

What didnt work well?

Grabbing their attention was difficult. They seemed distracted during talking time we got a hold of it by stopping and talking about how we must respect whoever is speaking
whether its the student or the teacher.

What would you do differently?

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Next time we should talk in the beginning about respecting who is speaking as well as the other norms. I think its time for a refresher on the norms of our art room seeing as
excitement level has been on the up which is great, but also makes management more difficult.

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

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