Lesson Building with slabs Grade: 9-12

Title: Date: 02.27.18

Classroom/Lesson Context (please check the following that apply):

_x_ Whole Group ___ Small Group ___ One-on-One _x_ Students with IEPs/504s ___ ELL Students

____Struggling Learners ___ Other (Please Specify): _____________________________________________

Please specify the number of students: Lesson Number __1__ of __1___ lessons

_12_ Girls _6_ Boys

Focus Criteria Plan and Action

Essential How can we create a slab constructed piece from our paper model?
Question/Central
Focus
Content Standards NJCCCS: 1.3.12.D.5 - Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques,
styles, materials, and methodologies that are germane to a particular cultural style.
This lesson addresses the standard by teaching students the techniques that working ceramicists have utilized for many years. The
particular technique taught in this lesson is building with stiff slabs, a practice that dates back to ancient civilizations.
Lesson Objectives Students will be able to create even slabs and trim them to the shape of their paper model
Students will be able to follow the steps of the building with slabs procedure

Academic Language Key Language functions:

and Supports Create
Vocabulary:
Slab: a thin, even piece of clay rolled out with a rolling pin and two straight edges
Score: the practice of scratching the surface of the clay with a knife or needle tool in order to allow the slip to seep into the clay
Slip: watered down clay that acts as glue and secures two piece of clay together
Beveled or Mitered edges: edges that are cut at an angle so that they can come together smoothly
Discourse:
Following the steps of the building with slabs procedure
Language supports:
Students have the definition of slab on the slab rolling procedure worksheet that is in their binder. I will show visuals of scoring
and slip on the PowerPoint and I will also model this practice for students. Also, I will show students visuals of mitered edges and
 Focus Criteria Plan and Action

non mitered edges to help distinguish between the two. The vocabulary can be found on the building with slabs procedure
worksheet for students to refer to.

Materials/Resources Clay, rolling pins, straight edges, Building with slabs procedure worksheet (attached), bat, plastic bags, rubric (attached)

Technology PowerPoint, projector, projector screen

Technology is integrated to support student learning by providing means of displaying images of the procedure as well as
providing reminders for students. The PowerPoint includes multiple visual examples of vocabulary terms and provides a side by
side comparison of mitered edges vs. non –mitered edges.
Prior Knowledge Classroom expectations for respect and participation
Classroom procedures for cleaning up
Students have been taught the names and uses of the tools
Students have been taught how to wedge and why we wedge
The stages of clay (slip, greenware, leather hard, bone dry, bisque ware)
How to roll out an even slab of clay
Students have created a paper model that reflects the intended form of their slab constructed ceramic piece
Classroom I will get to know each of my students and their interests, and integrate those interests into classroom discussion. I will ask my
Environment and students about their week/weekend. I will make them feel comfortable to share their experiences or ideas by sharing some of my
Learner Supports own art-related stories and encouraging students to share artwork they see in their every day life.
Judgmental comments or negativity will not be tolerated in my classroom.
Students are expected to respect each other, myself, and the materials in the classroom. Students are made aware of this
expectation.
Students have a class binder that stays in the classroom in bins. All worksheets, rubrics, and passed back work goes into their
binders.
A bell rings 10 minutes prior to the class ending to inform students it is time to clean up.
Students who are easily distracted will be monitored and I will check in with them frequently during the work time and assess
whether they need to be redirected or if they need extra assistance.
Accommodations:
Students who either have trouble seeing the projector screen or require information in written form will be provided a print copy of
the PowerPoint. I will repeat directions one-on-one to specific students as needed. I will re-model how to score, slip, and smooth
for students who need further clarification.
I chose these accommodations because they provide the student with written information, repeated verbal instruction, and multiple
opportunities to watch and learn he process visually.
Modifications:
 Focus Criteria Plan and Action

Students with particular learning needs will have the option to respond to the exit slip questions verbally. This allows for less stress
on the student and also provides a more accurate account of what they know.

Lesson Beginning I will ask students to take out their paper models slabs if the student has already begun rolling out their slabs. I will instruct
students who have already rolled out slabs and are ready to build to sit to my right, and students who have not yet rolled out slabs
should sit to my left.
Lesson Body/ Once the students are settled into the proper spots and have their work in front of them, I will pass out the rubric for the slab
Teaching Strategies constructed ceramic piece. I will ask that students take a minute to read the rubric and determine exactly what they need to do in
and Research order to receive a good grade on their project.
Support After giving the students a couple minutes to look at the rubric, I will direct their attention to the PowerPoint. I will take my
example paper model and I will cut the tape along the edges to turn it back into a 2D shape. I will model for my students how to
lay the paper model onto a slab and trim the slab to the shape of the paper model using a fettle knife. I will remind students that
now is the time to add texture to their slabs if they want, and I will ask students where the texturing tools are kept.
I will display a couple reminders on the projector screen for the students to see. I will remind them to wedge their clay, roll out
their slabs completely until they touch both straight edges, and to compress their slabs. The students who have not yet rolled out
and trimmed slabs for their slab constructed piece will begin rolling out slabs. They have a procedural worksheet in their binder
that they can refer to if they forgot how to roll out a slab. I will instruct the students who have already rolled out their slabs to hold
them up in the air. I will survey the students’ slabs and I will ask the students if their slabs are planking. If a students’ slab is
drooping at the edges, I will instruct them to place their slab in front of the fan or an open window in order for it to turn leather
hard. I will show these students what mitered edges are and why we miter edges. I will then model for these students how to miter
the edges of their slabs, as well as how to score and slip. I will emphasize scoring slipping and smoothing as the three “s” of
building with slabs. Students will work on trimming their slabs, making them leather hard, mitering their edges, scoring, and
slipping their slabs together for the remainder of the period. I will walk around and help as needed.
Lesson End/Closure When the 10-minute bell rings, I will call students attention and ask that they take the next three minutes of class to walk around
and see their peers’ work in progress. I will instruct students to take one full lap of the room before beginning clean up. I will
remind students to put the rubrics in their binders and to return all materials.
Assessment/ When completed, the students’ slab constructed ceramic piece will be graded based on the rubric (attached)
Evaluation
 Focus Criteria Plan and Action

Reflection In this lesson, my students amazed me with how focused and motivated they were. They came in, got their materials out and got
right to work. They were so eager to get going and begin working with the clay their attention had to be redirected to the
PowerPoint a couple of times. I reminded many of my students to compress during the class period, and it seemed to be the one
step that students were forgetting. All of the students were successful in rolling out a slab and cutting out some of their paper
model pieces, but some students need to continue rolling out the rest of their slabs the following class period. The students who had
already rolled out their slabs were overall successful in mitering their edges, scoring and adding slip to join their slabs together.
Some students were tentative about building and needed a little assistance to get started. Other students were so eager to begin
building, they did not want to wait for their slabs to become leather hard before they started building. These students were not
satisfied with the way their piece was turning out, as the slabs were sagging in the center and not holding their shape. I reminded
these students to wait until the slab is leather hard to build, and showed the students how to determine if the slab is leather hard or
not by holding it up in the air. Two of my students are done building and just need to smooth out their piece. When walking around
the room at the end of the period, many of my students were impressed with how quickly certain students were able to put together
their slab constructed ceramic piece. The students generally enjoyed looking at their peers’ work in progress, although some
students needed some provoking to get them to walk around the room. I am excited to watch my students continue to develop their
works of ceramic art.
 Building with slabs procedure

1. Make sure your slabs are leather hard (if the edges of the slab droop when you Key Vocabulary:

hold it in the air, it is not ready to build with. Place the slab in front of the fan for Leather hard: clay that is firm and holds its shape, is cool
to the touch and dark grey
2-5 minutes to make the slab leather hard) Mitered edge: an edge cut at and angle to allow the
edges to come together smoothly
2. Once the slab is leather hard, miter the edges that will touch one another
Score: scratching of the surface of the clay
3. Score the edges by scratching them with a fork or needle tool
Slip: watered down clay used as “glue”
4. Brush a layer of slip onto both edges

5. Push together slabs until some slip oozes out of the cracks

6. Smooth out the edges with a wooden tool or the end of a paintbrush

Step 2. Step 3. Step 4. Step 5.

Lesson 3 Assessment
4 3
All slabs are joined by
scoring and slipping. The
joints are well smoothed out
Slab joins and any texture is recreated
on the edges.
The students’ work reflects
an inventive form, or the
student successfully altered
Innovation
an existing form to meet their
own design.
The rim and any edges of the
piece are rounded, the piece
sits flat on the table, and the
Craftsmanship
walls are of an even
thickness.
The student identified one
specific element that they
would do differently next time
Reflection or something specific they
would change about their
ceramic piece.
TOTAL:
Reflection:
All slabs are joined by
scoring and slipping. The
joints are mostly smoothed
out but any texture is not
recreated on the edges.
The student attempted to
alter an existing form found
commonly in ceramics. The
form is only slightly altered
to reflect the students’ own
style.
The rim and any edges of
the piece are mostly
rounded, the piece sits flat
on the table, and some of
the walls are of an even
thickness.
The student identified one
element that they would do
differently next time or
something they would
change about their ceramic
piece. The statement is
vague.
2 1
Slabs are joined by an attempt at
scoring and slipping. The edges
are not smoothed out and
texture on the edges is not
recreated. There may be gaps
where the slabs did not come
together completely.
The student utilized a form found
commonly in ceramics and made
changes to the surface design in
order to reflect their own style.
Some parts of the rim and edges
are rounded, the piece sits partly
flat on the table, and some the
walls are of an even thickness.
The student attempted to identify
one element that they would do
differently next time or
something they would change
about their ceramic piece. The
statement is unclear and/or
illegible.
Slabs are joined, but the
student did not score and slip
them.
The student replicated a form
found commonly in ceramics
and did not make any
alterations to reflect their own
design.
The rim and any edges are not
rounded, the piece does not sit
flat on the table, and the walls
are of different thickness.
The student did not identify
any elements they would do
differently or anything they
would change about their
ceramic piece.
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