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Lesson Plan Design

Subject: Sculpture Grade: 9-12

Lesson Topic: Plaster Sculpting and Finishing

Candidates Name: Rebecca Platner

ID #

022959584

Site Supervisor: Jonelle Pickett NU Supervisor: Virgie Edwards

Date: 2/4/15
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
1.1 Identify and use the principles of design to discuss,
analyze, and write about visual aspects in the
environment and in works of art, including their own.
1.4 Analyze and describe how the composition of a work of
art is affected by the use of a particular principle of design.
2.2 Prepare a portfolio of original two-and three-dimensional
works of art that reflects refined craftsmanship and technical
skills.
4.4 Articulate the process and rationale for refining and
reworking one of their own works of art.

Rationale: This lesson fits within a series

of lessons about a three-dimensional
plaster sculpture. Students will have
created the form, carved it, sanded it, and
are now moving to painting it and
mounting it. The one specific focus learner
has been struggling with these tasks, and I
will be keeping a close eye on him as we

Past Learning/Prior Knowledge:

Students will have learned about the basics of 3D design, the
correct way to use various power tools, and how to choose
color for a project. This lesson will build on these previous
lessons and allow them to fully finish a 3D sculpture on their
own.
Behavior Expectations:
Students will be expected to behave the way they have been
taught by Ms. Pickett at the beginning of the semester. They
must be respectful and pay attention to the teacher, but they
are allowed a little more freedom than in other classes (for
example, they may use their phones for gathering images or
researching for a project).
Focus Learner:
There is a student who is severely visually impaired and hard
of hearing. He is unable to speak, but he communicates
through a sign language interpreter. He has been my greatest
challenge so far, and makes for a very interesting focus

advance into the finishing of this project.

student.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Students will be able to recognize and analyze design
elements within their project as they work to mount their
plaster sculpture on top of a wooden base.
Students will be able to safely and effectively use power
tools such as a drill press, spindle sander, saw, electric drill,
and pliers.

Rationale: Students will be continuing to

add to a knowledge base that is already
present from previous lessons. As the
lessons advance, they will have a broad
range of knowledge about tools, materials,
and design used in three-dimensional
sculpture.

Students will be able to make artistic choices for their project

based on their personal aesthetic.
Students will be able to observe the effects of color choice
and negative space while finishing their sculpture.
Students will be able to finish their sculpture with clean
edges, smooth sanding/texture, and practical construction
with minimal glue and tool marks showing.

Mastery of the outcome will be measured by assessing the

final project once it is complete.

3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
The pre-assessment activity is given at the beginning of this
group of lessons about the plaster project. This lesson is a
day of mostly work for the students, so there is no formal
pre-assessment today. Students will be asked to get their
sculpture and materials out of their cubbies as they walk into
class, and their ability and willingness to do so with focus
will show me their ability to begin the days instruction. As
with most of the lessons in this unit, the students work
independently with individual help given as needed to those
who are struggling or need special assistance.

Rationale: As mentioned before, this

lesson is very independent with a lot of
time dedicated to individual work. There is
no direct pre-assessment that happens
today, rather, there is a review of the skills
and goals we have been working on
throughout the process.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

Since the lesson is very independent, students will receive

differentiated instruction based on their personal needs as I
circulate the room. The student who is severely visually
impaired will sit in the front of the room where he can see
the big screen. He will also be close to me as I state
instructions and announcements for the day so that he can
hear me. There are many students in these periods (4th, 5th,
6th) who have special needs. They will be individual
accommodated, as their disabilities range in style and
severity. All instructions or class announcements will be
viewed on screen (projected) as well as verbally explained.

Rationale: This class (all three periods) is

filled with an overwhelming amount of
students with IEPs and special needs. They
range in severity and specificity, but many
require extra time for completing and
turning in projects. There are also many
that need visual cues rather than oral. In an
attempt to accommodate everyone, there is
a routine of daily instruction with written,
oral, and visual directions.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Plaster form

Rationale: As you can tell, sculpture

Carving tools

requires a variety of tools and materials.

Sandpaper (2 grits)

Much of the instruction for these types of

Damp paper towels

projects comes in teaching students how to

Newspaper

safely and creatively use tools and

Projector/Camera

materials that they have never previously

Document with instructions (to be projected)

experienced.

Paint
Paintbrushes
Paint mixing cups with lids
Spackle
Putty knife
Drill press
Electric drill
Plaster drill bits
Wood drill bits
Spindle sander
Saw
Clamps
Safety goggles
Project examples
Wooden bases (recycled and new)
Nails
Dowels

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
The first 10 minutes of class time is spent explaining the

Rationale: Since this is a very independent

days goals, demonstrating the procedures for the day, and

class structure, it is important that I

describing where the materials will be laid out.

constantly wander the room in search of

Students in this class are very self-sufficient. They are used

students who do not understand an

to working independently, with occasional questions and

instruction or are unsafely using a material.

check-ins from the teacher. For this particular lesson, the

instruction will be a review of how to use the different
mounting materials, what to remember when deciding on
how to present the project (look for negative space, decide on
color, smooth finish, clean construction), a review of the
rubric, and the expectations/goals for the day and week.
Check for Understanding:
As students begin their work, I will be walking around
answering questions and checking on student progress. I will
be looking for a difference in their projects from the previous
day to today, and assess informally. I will reteach/re-explain
any necessary parts as I see fit.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
I will guide students through the brief review and
expectations for the class period on the big screen. I will
also use the document camera to demonstrate the use of
certain materials or tools needed for the day. Students may
collaborate to get opinions and tips from their neighbors
about design concepts, color choices, and finishing options.
I will be walking around monitoring as this happens.
Check for Understanding:
As I make my way around the classroom and check that
safety rules are being followed with the bigger equipment, I
will be gauging student understanding of the days goals. I
will also be checking that they are, in fact, working and
putting effort into their project.

Rationale: The introduction to class will

serve as a re-teaching of the previous
class and its concepts. Again, I will be
working with students on a one-on-one
basis for the majority of the lesson.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
At this point, students should have a firm knowledge base to

Rationale: Students will be using the

complete this project. They should know how to work

majority of the class period to work

independently, and be moving toward the days goals as they

independently. For a project of this nature,

work. They also know about cleaning up at the end of class,

independent work time is the most valuable

which will come at the end of independent practice.

means of instruction for the students.

Check for Understanding:

Again, I will be personally monitoring the students as they
work, offering assistance and opinions when necessary.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
The assessment for this lesson will happen informally

Rationale: At the end of the project,

throughout the class periods. One thing that will be

students will be graded using a rubric that

monitored is effort and focus, which will reflect on their

evaluates their creativity, use of design

participation points for the day. The major

elements, color choices, overall structure,

assessment/evaluation for the project will come in the form

effort, and an artist statement that requires

of a rubric at the end of the week when the project is

them to reflect on the finished piece.

finished. There will be modified rubrics for those students

who have special needs and IEPs. Their IEPs will also be
followed when it comes to due dates and late work.

10. Closure: (Describe how students will reflect on what they have learned.)
Students will be constantly reflecting on the design elements

Rationale: I will be reminding students of

they have learned, the safety rules for using the tools, and the

their goals for the day, as well as goals for

effects of their design choices (colors, construction, negative

the coming days as the project comes to a

space, etc). Each class period will include a brief review of

close. Students will be personally

the things that have been learned and are important for

reflecting on their progress as they move

continued success on the project.

through their project. I will be making sure

that goals are reasonably matched to each
student.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

Revised: 10/22/12