SELF-CREATED UNIT PLANS WITH LESSON PLANS & TEACHING MATERIALS - Lake Park High School

IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has an in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based on interactions among content areas, pedagogical knowledge, and evidence-based practice.

IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction using various strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing instruction modification to enhance learning for each student.

Description: Identity ceramics piece. In this unit, students chose what they wanted to create for their final ceramic hand-building assignment. Before presenting the unit, students were introduced to three different ceramic techniques of hand building; pinch, coil, and slab. Before the unit, I asked students if they would like to build a bizarre jar, a modular piece, a pre-Columbian vessel with a modern twist, or an original idea. Students chose original ideas and brought an aspect of their identity into their art pieces. I presented artists Aaron Caldwell, Ronti Baranga. Michalis Kevgas, Sergio Asti, Camile Flammarion, and pre-Columbian artists' work to the students. We discussed the building methods artists used in the examples and how they planned and built their art. During the presentation, students answered questions about their identity to form thoughts and ideas about what they could add to their art about their identity. Students sketched ideas and submitted their worksheets in padlet. Another aspect of the lesson was planning and creating a schedule. Students had to plan wisely due to days off and homecoming events. Students were reminded to use their time wisely and had the opportunity to work on art during lunch and after school. Once the art was created, it was fired and then glazed later. 

Rationale: Allowing choice in the lesson helps students buy into what they are creating. Adding identity to work also adds personal and cultural buy-in and awareness. The lesson aimed to give students the techniques for their final art to be successful and expressive of self and culture.

Evidence: 
 

 

 

 

ASSESSMENT METHODS PORTFOLIO

​

IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
 

Description: Students were asked what they would like to create for their final unit through a form on Google Classroom. The form guided me to determine what students would like to create. At the beginning of the unit, I presented students with a slide show where students answered questions on different building techniques. I used the slide show as a formative assessment to inform me of student knowledge. I asked what hand-building techniques were used to make the example artwork in the slides, what steps would be taken to build the example, and how art could be modernized or changed. I challenged students to think about texture, templates, and ways to build ceramics. Students filled out a sheet with the distinguishing character of personality traits of themselves by asking what colors they like, what foods they enjoy, what is their ethnic heritage, what activities they enjoy, whom they surround themselves with, what makes them happy or sad, who is their favorite artist and what are some characteristics that make them, them. Students were able to identify the building techniques in the show accurately. We discussed planning before building artwork and reviewed the pinch, coil, and slab. Students filled out a planning sheet that indicated what techniques would be used in their identity piece. A success schedule was created to teach responsibility and track students' progress. Throughout the lesson, I checked in with students to assess their needs by making rounds around the class and making myself available to students if they needed me. The final assessment was their identity choice piece.

Rationale: The rationale behind the identity choice piece creation surrounded the scaffolded ceramic hand-building techniques from the prior units. The pinch pot unit involved students building a pot without instruction and then cutting it to show that the eyes lie when building with clay. They then completed three pinch pots after instruction. Students built three slab mugs using a template and texture in the following unit. The texture was added to the mugs post-building, and then they were taught to add texture pre-building. Students added a handle and foot to the art. Building upon the previous unit, students created a lantern from slabs. A slab roller was used to create slabs, and a template was used to make the lanterns the same size. Although the lanterns were the same size, students had a choice in their decoration. I then introduced the coil method, where students made bowls. Once the three building methods were introduced, students could choose a creation of their choice for the final piece that included an aspect of their identity. I assessed students' growth by observing and guiding them through building their art. Not only can I assess what students have learned, but I am also assessing my lesson planning and where I can grow as a teacher. 

Evidence: 

 

​

​

​

​