Lesson Plan Format (an adapatation of the MoPTA lesson plan format for KCAI students)

File Naming Conventions: Save document with date of most recent revision first as part of the title ex:
23_GadgetCreatures_Your Last Name
Name of Lesson : Ndebele Homes
Grade : 5

4-

Class : Ceramics/painting

Name of Teacher Candidate : Katherine OHara

of Hard Knocks

School Placement : School

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
This project will satisfy MO GLE fifth grade requirements for ceramics, painting, and historical/cultural context. It will
also satisfy National Standards 5th grade requirements for creating, responding, and connecting. They will learn basic
hand building techniques, review color theory, and learn about world culture. Students will become more aware of a
variety of homes from around the world.

Learning Objectives / Outcomes : (the lessons objectives and learning outcomes for meeting curricular and
student needs)
The students will : Make a free-standing model of a Ndebele miniature painted house using the slab
method and enhancing the surface with tempera painting. Students will demonstrate a knowledge of
Ndebele house painting tradition through the proper use of geometric shapes. They will properly attach
clay to clay and paint a geometric pattern on the surface in tempera.
Studying Artists / Understanding Art :
-Ndebele house painting tradition/brief history
Creating / Expressing :
-Roll out four clay slabs connect them
-Use tools to make geometrical shapes in clay
-Outline the geometric shapes with black paint and fill in with mixed
colors

Missouri Art
Standard
3.C.5

National Art
Standard
VA:RE.7.2.5a
VA:Cn11.1.5a

2.A.5

VA:Cr2.2.5a

1.B.5

Integrating Technology :
-Visual aid
Evaluating Artworks :
-Rubric
Exhibiting Artworks :
-In hallway display case
Assessment Procedures : (assessments used before, during, and after the lesson)
Before : Questioning about color theory and hand building techniques
During: Observation, questioning, conferencing, small group instruction
After : (please attach assessment tool to end of this lesson plan)
Lesson Structure and Procedures : The sequence of events of the lesson elements .Please list each sequence by
day or class period. Consider :
- Eight Studio Habits of Mind
- Procedures should be linked to objectives
- Materials
Management
Day / Class #1
Engagement / Opening : Introduce Ndebele painted homes and their history. Talk about the two different methods used
in their history. Introduce project.
Connection to Prior Learning : Connects to previous instruction in clay construction techniques.
Procedures : Students will have and 6 by 8 piece of planning paper with which to sketch out the outline and pattern
they wish to use for their house. Students will have 1 thick slabs of clay ready to use. Students will use rulers, air
drying clay, and cutting tools (plastic knife) to cut out four 6 by 8 sections of clay. Have students cut a roof line out
of the tops of each slab. Have students use a clay tool (wood tool of varying sizes) to outline geometric shapes in the
surface of the clay. Have them think about the fact that these pieces will be attached, and to think about how to
continue the design from one side to another. Have students cut a 45 degree angle on the sides and attach them
together with a slip-and-score method.
Guided Practice: Design on paper then cut out and attach slabs.
Clean-up / Conclusion: Students store their project on shelves in closet with names them! Students whose clay is
especially soft can be stored with clay reinforcements. Wash tables and clay tools.
Day / Class #2 (eliminate this if only one session is needed, repeat as many times as needed for
multiple days / classes)
Engagement / Opening : Explore the culture/history behind the Ndebele culture a little further. Explain the meaning

behind the old painting method. Touch on how this is traditional for women to do. Also, do a quick color theory review.
Connection to Prior Learning : Connects to the previous lesson and previous instruction in color theory.
Procedures : Students get their houses from the last class. They also get out a small brush, blotting paper (scrap
newsprint), and tempera paint (black, white, red, blue, and yellow). Have students outline their geometric shapes with
black and fill them in using primary and secondary colors.
Guided Practice : Paint the houses.
Clean-up / Conclusion: Students store their projects on shelves in closet with names on them! Clean brushes and
pallets. Wash tables.
Instructional Strategies : (teacher approach to helping students achieve the learning objectives and meet their
needs)
List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written
directions, modeling, guided practice, independent practice, and reflection)(reference Lesson Structure and
Procedures)
Use of visuals, lecture, demonstration/modeling, questioning, guided practice (as modification), independent practice,
practice sheet for planning
Learning Activities : (opportunities provided for students to develop knowledge and skills of the learning objectives,
i.e., art skills and techniques, guided practice activities, and include vocabulary list here)
Watching modeling, listening to lecture, building clay, planning sheet, mark making, painting, attaching clay
Resources / Materials : (list of materials used in the planning of and during the instruction of the lesson) (include
web-based and PPTs)
Air-drying clay, tempera paint, rollers, paint brushes, slip, wooden clay tools, newsprint

Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning)
Projected images with lecture.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all learners,
learning differences, cultural and language differences, etc.)
Differentiation : Students will be grouped by skill level at their various work stations. Instructor can than tailor small

group instruction to the skill level of the group in the during assessment.
Accommodations / Modifications : Students with physical limitations will be allowed to paint flat slabs of clay that they
have cut out rather than create 3D houses. They will not be graded on the construction part of the rubric. Students on
IEPS will be evaluated on two rubric criteria rather than all four.
Increase in Rigor : Advanced students will be required to specify a color scheme that they wish to use (ex:
monochromatic, complementary, split complementary, etc.) and paint their house in their selected color scheme.
Classroom Management : (strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students actively engaged)(includes behavior management plan, time management,
transitions, and lesson/class wrap-up)
All the tools/materials that students immediately need to begin work will already be distributed to student work
stations. Students will be given verbal warnings regarding time constraints. Instructor will give support to any student
who is in danger of not completing the project (provided this was NOT due to poor time management on the part of
the student). Cleaning procedures will be initiated in small groups, so that all of the students are not trying to use the
same resources at once.
Students who are off-task or distracting others during the lesson will be re-directed back to their work. Students who
consistently disrupt the learning of other students or show flagrant disrespect to the instructor/other students may be
sent to a buddy room.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way))
Student who finish early may use posterboard to create a background for their house. Students may also fill out a selfevaluation of their work.
Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session or throughout the unit)
A quiz on the slab construction methods covered in the lesson and cultural significance of Ndebele house painting.
Reflection : (if you had the chance to re-teach this lesson, what would you do differently ?)(complete this section in
final draft after lesson has been taught)

Learning Statement : (a summary of what has been taught in this lesson and its purpose to be displayed with the
artwork; to inform the school community of the learning involved in the lesson)(bold or italicize key concepts or

vocabulary) KCAI Addition

I can use the slab construction method to build sculptures made from clay.
I can identify the cultural significance of the Ndebele house painting tradition, and how it honors their ancestors.
I can use geometric shapes as pattern and make clean lines using paint.
I can mix my own secondary colors in a variety of tones, shades, and tints using the primary colors.
Images of Student Work: (5 examples) )(complete this section in final draft after lesson has been taught) KCAI
Addition